Associate Professor
The Education University of Hong Kong
2017-2022

Assistant Professor
The Education University of Hong Kong
2011-2017

Honorary Professor
Centre for Research in Assessment and Digital Learning, Deakin University
2023-present

Honourary Professor, Centre for Research in Assessment and Digital Learning, Deakin University.

Professional appointment/membership

• Co-director, Centre for Excellence in Learning and Teaching, EdUHK
• Associate Director, Assessment Research Centre, EdUHK
• Deputy Chair, Pacific Rim Objective Measurement Society
• Member, Research and Development Committee, Hong Kong Examinations and Assessment Authority
• Member, American Educational Research Association (AERA)
• Member, National Council on Measurement in Education (NCME), United States
• Founder member, International Forum of Researchers in Education (IFORE)
• Member, The European Association for Research on Learning and Instruction (EARLI)
• Member, The International Association for Educational Assessment
• Affiliated Researcher, Collaborative for Student Assessment and Educational Improvement Research, Arizona State University, USA

Editorial Board

• Associate Editor, Educational Psychology
• Associate Section Editor, Assessment, Testing and Applied Measurement Section of Frontiers in Education

Reviewer

• Adapted Physical Activity Quarterly
• Advances in Educational Research
• Alberta Journal of Educational Research
• Asia-Pacific Journal of Education
• Asia-Pacific Journal of Teacher Education
• Assessment & Evaluation in Higher Education
• Assessment in Education: Principles, Policy & Practice
• Behavioural and Cognitive Psychotherapy
• CAISE Review
• Cambridge Journal of Education
• Child Development
• Computers & Education
• Contemporary Educational Psychology
• Education Journal (in Chinese)
• Educational Psychology
• Educational Studies
• Education Research International
• Evaluation & Research in Education
• International Journal of Human Factors and Ergonomics
• International Journal of Inclusive Education
• International Journal of Science Education
• International Journal of Science and Mathematics Education
• International Journal of Tourism Anthropology
• International Journal of Training Research
• Journal of Educational Psychology
• Journal of Medical Internet Research
• Journal of Physical Education and Sport Management
• Journal of Sport and Health Science
• Measurement in Physical Education and Exercise Science
• Occupational Therapy International
• Quality of Life Research
• Psychology of Sport & Exercise
• Studies in Educational Evaluation
• Studies in Higher Education
• Scandinavian Journal of Medicine and Science in Sports
• Teaching and Teacher Education
• The Internet and Higher Education
• Universal Journal of Educational Research
• 心理科学 (Psychological Science)

Monographs

Yang, M., Yan, Z., Yang, L., & Zhan, Y. (2024). ­­Understanding and developing student assessment literacy. London: Springer.

Yan, Z. (2022). Student self-assessment as a process for learning. London: Routledge. (ISBN: 9780367754709)

Bond, T. G., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.). London: Routledge. routledge.com/9780367141424

Edited Books

Yang, L., Chiu, M. M., & Yan, Z. (Eds.) (2024). Unlocking the power of teacher feedback: A student-centric perspective. London: (ISBN: 9781032713182)

Yan, Z., & Yang, L. (Eds.) (2021). Assessment as learning: Maximising opportunities for student learning and achievement. London: (ISBN: 9780367509972) https://www.routledge.com/Assessment-as-Learning-Maximising-Opportunities-for-Student-Learning-and/Yan-Yang/p/book/9780367509972

Refereed Journal Articles

Mendoza, N. B. & Yan, Z. (Accepted). From Beliefs to Behaviors: Conceptualizing and Assessing Students’ Practices that Reflect a Growth Mindset. Social Psychology of Education.

Zhang, L. X., Yan, Z., & Wang, X. (Accepted). Understanding Music Teachers’ Formative Assessment Intention and Implementation: A Chinese Mainland Context. International Journal of Music Education.

^{^}Yang, Y. L., Z., ^{^}Zhu, J. Y., Guo, W. Y., ^{^}Wu, J. S., & ^{^}Huang, B. J. (Accepted). The Development and Validation of the Student Self-Feedback Behavior Scale (SfBS). Frontiers in Psychology.

Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D., & Mahoney, P. (2024). Measuring what learners do in feedback: The Feedback Literacy Behaviour Scale. Assessment & Evaluation in Higher Education, 49(3), 348-362. https://doi.org/10.1080/02602938.2023.2240983

^{^}Wu, J. S., Yan, Z., ^{^}Chen, J., & ^{^}Xiong, Y. (2024). The Perceived Teacher Support Scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research.

Li, Y., Wang, X., Chen, J.,  Lee, J. C. K., Yan, Z., & Li, J. B. (2024). Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis. Educational Psychology Review, 36, Article 129. https://doi.org/10.1007/s10648-024-09966-y

Häsä, J., Rämö, J. M., & Yan, Z. (2024) Examining the reciprocal influence between undergraduate students’ self-regulation and approaches to learning. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2394404

^{^}Zhu, J., ^{^}Yang, Y., & Yan, Z. ^* (2024). Relationships between teacher feedback and English writing proficiency in Chinese Students: The mediating effect of writing self-regulated learning strategies. System, 123, https://doi.org/10.1016/j.system.2024.103338

Zhan, Y., So, W. M. W., Sun, D., & Yan, Z. (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ e-assessment practices in changing time. Research and Practice in Technology Enhanced Learning, 19, 033. https://doi.org/10.58459/rptel.2024.19033

Yan, Z., & Chiu, M. M. (2023). The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal, 49, 186-208. https://doi.org/10.1002/berj.3837

Yan Z., Panadero E., ^{^}Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: Usefulness and factors influencing implementation. Educational Psychology Review, 35, 81. https://doi.org/10.1007/s10648-023-09799-1

Yan, Z., & King, R. B. (2023). Assessment is contagious: The social contagion of formative assessment practices and self-efficacy among teachers. Assessment in Education: Principles, Policy & Practice, 30(2), 130-150. https://doi.org/10.1080/0969594X.2023.2198676

Yan, Z. (2023). Applications of Rasch measurement in research and practice. Vietnam Journal of Educational Sciences, 4(19), 10-21. http://vjes.edu.vn/sites/default/files/vjes_-_vol_19_-_is_03_-10-21.pdf

Chen, J., Zhang, L., Li X., Li, Y., Xu, W., & Yan, Z. (2023). The multidimensional teacher well-being: a mixed-methods approach. Teachers and Teaching: Theory and Practice, 30(6), 724-744.

^{^}Li, Z., Yan, Z.^*, Chan, K. K. Y., Zhan, Y., & ^{^}Guo, W. Y. (2023). The role of professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 477-467. https://doi.org/10.1080/13664530.2023.2223595

Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice, 30(2), 104-129. https://doi.org/1080/0969594X.2023.2191161

Zhan, Y., Yan, Z., Wan, Z. H., ^{^}Wang, X. Zeng, Y., Yang, M., & Yang, L. (2023). Effects of online peer assessment on higher-order thinking: A meta-analysis. British Journal of Educational Technology, 54(4), 817-835. https://doi.org/10.1111/bjet.13310.

^{^}Mendoza, N., & Yan, Z. (2023). Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation, 77, https://doi.org/10.1016/j.stueduc.2023.101249

Yan, Z., Brubacher, S. P., Boud, D., & Powell, M. (2023). The influence of self-assessment practices on online training for investigative interviewing skills. Studies in Educational Evaluation, 76, https://doi.org/10.1016/j.stueduc.2023.101236

^{^}Mendoza, N.B., Yan, Z., & King R.B. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers & Education, 193， https://doi.org/10.1016/j.compedu.2022.104663.

Chan, K., Bond, T., & Yan, Z. (2023). Application of an automated essay scoring engine to English writing assessment using Many-facets Rasch Measurement. Language Testing, 40(1), 61-85. https://doi.org/10.1177/02655322221076025

^{^}Mendoza, N., Yan, Z., & King, R. (2023). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education, 38, 607–630. https://doi.org/10.1007/s10212-022-00620-1

Yan, Z., ^{^}Wang, X., Boud, D., & ^{^}Lao, H. (2023). The effect of self-assessment on academic performance and the role of the explicitness: A meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1-15. https://doi.org/10.1080/02602938.2021.2012644

Wan, Z. H., Lee, J. C-K., Yan, Z., & Ko, P. Y. (2023). Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning. Educational Studies, 49(5), 783-798. https://doi.org/1080/03055698.2021.1894093

Yan, Z., ^{^}Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, 100484. https://doi.org/10.1016/j.edurev.2022.100484

Yu, D., Chen, J., Li, X., & Yan, Z. (2022). Trajectory of teacher well-being research between 1973 and 2021: Review evidence from 49 years in Asia. International Journal of Environmental Research and Public Health, 19(19), 12342. https://doi.org/10.3390/ijerph191912342

Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74, https://doi.org/10.1016/j.stueduc.2022.101183

Gan, Z., Yan, Z., &An, Z. (2022). Development and validation of an EFL Speaking Self-Efficacy Scale in the self-regulated learning context. Journal of Asia TEFL, 19(1), 35-49. http://dx.doi.org/10.18823/asiatefl.2022.19.1.3.35

^{^}Wang, X., Yan, Z.^*, Huang, Y., ^{^}Tang, A., & Chen, J. (2022). Re-developing the Adversity Response Profile for Chinese university students. International Journal of Environmental Research and Public Health,19(11), 6389. https://doi.org/10.3390/ijerph19116389

Yan, Z., Lee, C. K. J., Hui, K. F. S., & ^{^}Lao, H. L. (2022). Enhancing students’ self-efficacy in creativity and learning performance in the context of English learning: The use of self-assessment mind-maps. Frontiers in Psychology, 13, https://doi.org/10.3389/fpsyg.2022.871781

Yan, Z., Chiu, M. M., & Cheng, E. C. K. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114, 103718. https://doi.org/10.1016/j.tate.2022.103718

^{^}Mendoza, N., Cheng, E. C. K., & Yan, Z. (2022). Assessing teachers' collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73, https://doi.org/10.1016/j.stueduc.2022.101139

Yan, Z., & Pastore, S. (2022). Assessing teachers’ strategies in formative assessment: The Teacher Formative Assessment Practice Scale. Journal of Psychoeducational Assessment, 40(5), 592-604. https://doi.org/10.1177/07342829221075121

Papargyris, Y., & Yan, Z. (2022). Examiner quality and consistency across LanguageCert writing tests. International Journal of TESOL Studies, 4(1), 96-112. https://doi.org/10.46451/ijts.2022.01.13

Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116-1128. https://doi.org/10.1080/02602938.2021.2001431

^{^}Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2021). An educational intervention on Chinese business students’ orientation towards corporate social responsibility. Journal of Business Ethics Education, 18, 79-102. https://doi.org/10.5840/jbee2021185

Yan, Z., King, R. B., & Haw, J. Y. (2021). Formative assessment, growth mindset, and achievement: Examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5-6), 676-702. https://doi.org/10.1080/0969594X.2021.1988510

Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective. Educational Psychology, 41(7), 821-824. https://doi.org/10.1080/01443410.2021.1964855

Yan, Z., Xiao, Y., Sin, K-F., Yang, L., & Guo, W-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.674869

Yan Z., ^{^}Li, Z., Panadero, E., Yang, M., Yang, L., & ^{^}Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260. https://doi.org/10.1080/0969594X.2021.1884042

Yan, Z., & Brown, G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation, 68, https://doi.org/10.1016/j.stueduc.2021.100985

Yan, Z. (2021). Assessment-as-learning in classrooms: The challenges and professional development. Journal of Education for Teaching, 47(2), 293-295. https://doi.org/10.1080/02607476.2021.1885972

^{^}Mendoza, N. B., & Yan, Z. (2021). Validation of a subject-specific student Self-assessment Practices Scale among secondary school students in the Philippines. Journal of Psychoeducational Assessment, 39(4), 481-493. https://doi.org/10.1177/0734282921994374

Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562-583. https://doi.org/10.1080/0969594X.2020.1827221

Yan, Z., Brubacher, S., Boud, D., & Powell, M. (2020). Psychometric properties of the Self-assessment Practice Scale for professional training contexts: Evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training and Development, 24(4), 357-373. https://doi.org/10.1111/ijtd.12201

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. https://doi.org/10.1080/02602938.2019.1629390

Yan, Z., Brown, G. T. L., Lee, C. K. J., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. https://doi.org/10.1080/01443410.2019.1672038

Yan, Z. (2020). Developing a short form of the Self-assessment Practices Scale: Psychometric Evidence. Frontiers in Education, 4, https://doi.org/10.3389/feduc.2019.00153

^{^}Guo, W. Y., & Yan, Z. (2019). Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter. Assessment in Education: Principles, Policy & Practice, 26(6), 675-699. https://doi.org/10.1080/0969594X.2019.1571993

^{^}Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2019). Validation of a translated measurement scale to assess Chinese business students’ orientation towards corporate social responsibility. Journal of Education for Business, 94(7), 446-456. https://doi.org/10.1080/08832323.2018.1554553

Yang, M., Yan, Z., & Conaim, D. (2018). A qualitative study of markers’ perceptions on onscreen marking in five subject areas. Educational Research and Evaluation. https://doi.org/10.1080/13803611.2018.1446836

Yan, Z. (2018a). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123- https://doi.org/10.1007/s40299-018-0371-8

Yan, Z. (2018b). Student self-assessment practices: the role of gender, year level, and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183-199. https://doi.org/10.1080/0969594X.2016.1218324

Yan, Z. (2018c). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564-577. https://doi.org/10.1080/03055698.2017.1382331

Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091

Davies, M. D., Elliott, S. N., Sin, K. F., Yan, Z., & Yel, N. (2017). Using adjustments to support the learning and assessment needs of students with disabilities: Macao and Mainland China teachers’ reports. International Journal of Disability, Development, & Education. https://doi.org/10.1080/1034912X.2017.1346238

Yan, Z. (2016). The self-assessment practices of Hong Kong secondary students: Findings with a new instrument. Journal of Applied Measurement, 17(3), 335-353.　https://www.researchgate.net/publication/310443914_The_Self-assessment_Practices_of_Hong_Kong_Secondary_Students_Findings_with_a_New_Instrument

Coniam, D., & Yan, Z. (2016). A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas. British Journal of Educational Technology, 47(6), 1151-1167. https://doi.org/10.1111/bjet.12294

Siu, A. F. Y., Yan, Z., Ho, F. C. (2016). Attributional style, positive illusory bias, and self-concept of children with and without attention deficit hyperactivity disorder. Asian Journal of Inclusive Education, 4(1), 5-25.

Sin, K. F., & Yan, Z. (2016). Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection. Education Research Frontier, 6(4), 108-117.

Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128-136. https://doi.org/10.1016/j.tate.2014.10.002

Yan, Z., & Sin, K. F. (2015). Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour. Cambridge Journal of Education, 45(2), 205-221. https://doi.org/10.1080/0305764X.2014.934203

Yan, Z., Lum, R. C. W., Lui, R. T. L., Chu, S. S. W., & Lui, A. M. (2015). Measuring teaching assistants’ efficacy using Rasch model. Journal of Applied Measurement, 16(1), 60-75.

Cooper, P., & Yan, Z. (2015). Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong. Educational Studies, 41(1-2), 156-170. https://doi.org/10.1080/03055698.2014.955739

Yan, Z., & Coniam, D. (2014). The effects of key demographic variables on markers’ perceived ease of use and acceptance of onscreen marking. Assessment in Education: Principles, Policy & Practice, 21(4), 464-480. https://doi.org/10.1080/0969594X.2014.953910

Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour. Educational Research and Evaluation, 20(2), 83-97. https://doi.org/10.1080/13803611.2013.877394

Yan, Z., & Sin, K. F. (2014). Inclusive education: Teachers’ intentions and behaviour analyzed from the viewpoint of the Theory of Planned Behaviour. International Journal of Inclusive Education, 18(1), 72-85. https://doi.org/10.1080/13603116.2012.757811

Ho, F. C., & Yan, Z. (2014). Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: a Rasch analysis. Educational Psychology, 34(3), 305-322. https://doi.org/10.1080/01443410.2013.785060

Sin, K. F., Lui, M., Yan, Z., Ho, F. C., Au, M. L., & Forlin, C (2013). The implications of the “Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System”. Hong Kong Special Education Forum, 15, 106-110. (in Chinese)

Yan, Z., & Coniam, D. (2013). Assessing the ease of use in the environment and markers’ acceptance of onscreen marking: A Rasch measurement perspective. Educational Research and Evaluation, 19(5), 461-483. https://doi.org/10.1080/13803611.2013.793604

Yan, Z., & Mok, M. M. C. (2012). Validating the Coping Scale for Chinese Athletes using multidimensional Rasch analysis. Psychology of Sport and Exercise, 13, 271-279. https://doi.org/10.1016/j.psychsport.2011.11.013

Yan, Z. & Bond, T. G. (2011). Developing a Rasch measurement physical fitness scale for Hong Kong primary school-aged students. Measurement in Physical Education and Exercise Science, 15(3), 182-203. https://doi.org/10.1080/1091367X.2011.590772

Yan, Z. (2010). Objective measurement in psychological science: An overview of Rasch model. Advances in Psychological Science, 18(8), 1298-1305. (in Chinese)

Zhang, C., & Yan, Z. (2009). An action research‐based psychological intervention on swimming: On the issue of “frontrun and follow”. International Journal of Sport and Exercise Psychology, 7(4), 574-576. (in Chinese) http://journal.psych.ac.cn/xlkxjz/EN/abstract/abstract2119.shtml

Book Chapters 

^{^}Xiong, Y., & Yan, Z. (2024). Teachers’ perceptions of integrating digital technologies into formative assessment: Evidence from a medical university in mainland China. In Xu, H. (Eds.), Curriculum Innovation in East Asian Schools (pp. 140-159). Routledge. https://doi.org/10.4324/9781003396284-11

^{^}Lao, H., & Yan, Z. (2024). Using lesson study to promote teacher assessment literacy. In E. C. K. Cheng, & B. Lander (Eds.), Implementing a 21st century competency-based curriculum through lesson study: Teacher learning about cross-curricular and online pedagogy (pp.42-55). Routledge. https://doi.org/10.4324/9781003374107-4

Yan, Z., & Yang, L. (2021). Assessment-as-learning in the global assessment reforms. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 1-7). New York: Routledge.

Yan, Z., & Boud, D. (2021). Conceptualising assessment-as-learning. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 11-24). New York: Routledge.

^{^}Lao, H., & Yan, Z. (2021). Dancing with chains: How does assessment-as-learning fit in China? In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 112-126). New York: Routledge.

^{^}Guo, W., Huang, Y., & Yan, Z. (2021). The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 143-156). New York: Routledge.

^{^}Mendoza, N., & Yan, Z. (2021). Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 173-189). New York: Routledge.

Wang, H., Yang, L., King, R. B., Sin, K.-F., & Yan, Z. (2021). Values, emotions, and emotion regulation in special education teachers: Influences on life satisfaction and occupational stress. In R. B. King & J.-J. Chen (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives(pp. 146-162). Routledge.

Yan, Z., & Sin, K. F. (2017). The Theory of Planned Behavior: Two applications to inclusive education. In H. Afzaal (Ed.). Theory of planned behavior: New research (pp. 79-107). Hauppauge, NY: Nova Publishers.
[EdUHK: C]

Coniam, D., Falvey, P., & Yan, Z. (2016). The sixth validation study: Assessing the ease of use in the environment and markers’ acceptance of onscreen marking in Hong Kong in three subject areas: A Rasch measurement perspective. In D. Coniam, & P. Falvey, Validating technological innovation: The introduction and implementation of onscreen marking in Hong Kong (pp. 133-155). Singapore: Springer.
[EdUHK: A]

Coniam, D., Falvey, P., & Yan, Z. (2016). The eighth validation study: The effects of key demographic variables on markers’ perceived ease of use and acceptance of onscreen marking. In D. Coniam, & P. Falvey, Validating technological innovation: The introduction and implementation of onscreen marking in Hong Kong (pp. 189-206). Singapore: Springer. [EdUHK: A]

Coniam, D., Falvey, P., & Yan, Z. (2016). The final validation study: A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas. In D. Coniam, & P. Falvey, Validating technological innovation: The introduction and implementation of onscreen marking in Hong Kong (pp. 171-187). Singapore: Springer.
[EdUHK: A]

Bond, T. G., Yan, Z., Stone, G., & Beltyukova, S. (2015). Making measures, setting standards, and Rasch regression. In T. G. Bond, & C. M. Fox, Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.) (pp. 187-225). New York, NY: Routledge. [EdUHK: B]

Lam, B. H., Cheng. C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. In R. Osbourne (Ed.). Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (pp. 73-96). Hauppauge, NY: Nova Publishers.
[EdUHK: C]

晏子。 (2015) 。教師課堂實踐的有效評估：測驗資料分析。輯於黎國燦、嚴必友編『小班化教學思與行：香港南京兩地小班化教學的理論與實踐』（頁252－264）。南京：南京師範大學出版社。

鄭志強、晏子。 (2015) 。元認知教學策略。輯於黎國燦、嚴必友編『小班化教學思與行：香港南京兩地小班化教學的理論與實踐』（頁265－274）。南京：南京師範大學出版社。

Yan, Z. (2014). School-based assessment in secondary schools. In C. Marsh, & J. C-K Lee (Eds.), Asia’s high performing education systems: The case of Hong Kong (pp. 274-287). NY: Routledge.
[EdUHK: B]

Yan, Z., Lau, D. C. H., & Mok, M. M. C. (2013). A concurrent-separate approach to vertical s In M. M. C. Mok (Ed.), Self-directed Learning Oriented Assessments in the Asia-Pacific (pp. 187-201). New York: Springer.
[EdUHK: A]

Chin, M. K., Mok, M. M. C., & Yan, Z. (2007). The effectiveness of Problem-Based Learning (PBL) on academic self-confidence and generic competence in exercise physiology for pre-service teachers in physical education. In H. Tiemann, S. Schulz, & E. Schmidt-Gotz (Hrsg.), International Inklusiv Interdisziplinär: Perspektiven einer zeitgemäßen Sportwissenschaft ( 335-362). Schorndorf: Hofmann.

Conference Proceedings

Bond, T. G., & Yan, Z. (2016, August). Exporting to China: The future of a genuine collaboration with the west. In Proceedings of Pacific Rim Objective Measurement Symposium (PROMS 2016). Xi’an, China.

Yan, Z., Guo, W.Y., & Xiao, Y. (2016, June). Like it or not? Hong Kong primary school students’ attitudes towards formative assessment. In Proceedings of Asian Studies 2016 (pp. 185-191). Canada, Toronto: Unique Conferences Canada.