Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 7 |
| Since 2016 (last 10 years) | 9 |
| Since 2006 (last 20 years) | 10 |
Descriptor
Source
| Assessment in Education:… | 4 |
| British Educational Research… | 1 |
| Educational Psychology | 1 |
| Educational Research and… | 1 |
| European Journal of… | 1 |
| Journal of Psychoeducational… | 1 |
| Language Testing | 1 |
Author
| Yan, Zi | 10 |
| King, Ronnel B. | 3 |
| Chiu, Ming Ming | 2 |
| Bond, Trevor | 1 |
| Boud, David | 1 |
| Brown, Gavin T. L. | 1 |
| Chan, Kinnie Kin Yee | 1 |
| Datu, Jesus Alfonso | 1 |
| Haw, Joseph Y. | 1 |
| Ko, Po Yuk | 1 |
| Lee, John Chi-Kin | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 10 |
| Reports - Research | 10 |
| Tests/Questionnaires | 1 |
Education Level
| Secondary Education | 10 |
| Elementary Education | 5 |
| Grade 7 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
Audience
Location
| Hong Kong | 6 |
| China | 2 |
| Australia | 1 |
| Canada | 1 |
| Ireland | 1 |
| Italy | 1 |
| Japan | 1 |
| Macau | 1 |
| New Zealand | 1 |
| Philippines | 1 |
| South Korea | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 2 |
| Motivated Strategies for… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkYan, Zi; Chiu, Ming Ming – British Educational Research Journal, 2023
Despite the general consensus on the positive impact of formative assessment on student learning, researchers have not shown the underlying mechanisms between specific formative assessment strategies and academic performance on an international sample. This study examines the link between student and teacher reports of teachers' formative…
Descriptors: Formative Evaluation, Evaluation Methods, Reading Achievement, Correlation
Yan, Zi; King, Ronnel B. – Assessment in Education: Principles, Policy & Practice, 2023
Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. This study examines the social contagion of school teachers' formative assessment practices and self-efficacy. A sample of 296 teachers from 12 Hong Kong primary and secondary schools…
Descriptors: Social Influences, Formative Evaluation, Self Efficacy, Elementary School Teachers
Yan, Zi; Pastore, Serafina – Journal of Psychoeducational Assessment, 2022
A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers' formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from…
Descriptors: Formative Evaluation, Educational Strategies, Foreign Countries, Elementary School Teachers
Exploring the Roles of Academic Self-Concept and Perseverance of Effort in Self-Assessment Practices
Yang, Lan; Yan, Zi; Zhang, Di; Boud, David; Datu, Jesus Alfonso – Assessment in Education: Principles, Policy & Practice, 2023
Based on the self-system processes model of motivation, we explored the mediating role of academic self-concept in the relationship between perseverance of effort and self-assessment. The results showed that perseverance of effort has a positive but not statistically significant association with self-assessment when controlling academic…
Descriptors: Self Concept, Academic Persistence, Self Evaluation (Individuals), Academic Achievement
Mendoza, Norman B.; Yan, Zi; King, Ronnel B. – European Journal of Psychology of Education, 2023
The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment practices--as psychological and behavioural mechanisms, respectively--link need-supportive teaching to students' objective achievement scores in English language learning. We applied a multilevel mediation…
Descriptors: Student Motivation, Self Evaluation (Individuals), Secondary School Students, English (Second Language)
Chan, Kinnie Kin Yee; Bond, Trevor; Yan, Zi – Language Testing, 2023
We investigated the relationship between the scores assigned by an Automated Essay Scoring (AES) system, the Intelligent Essay Assessor (IEA), and grades allocated by trained, professional human raters to English essay writing by instigating two procedures novel to written-language assessment: the logistic transformation of AES raw scores into…
Descriptors: Computer Assisted Testing, Essays, Scoring, Scores
Yan, Zi; King, Ronnel B.; Haw, Joseph Y. – Assessment in Education: Principles, Policy & Practice, 2021
Both formative assessment and growth mindset scholars aim to understand how to enhance achievement. While research on formative assessment focuses on external teaching practices, work on growth mindset emphasises internal psychological processes. This study examined the interplay between three formative assessment strategies (i.e. sharing learning…
Descriptors: Formative Evaluation, Intelligence, Beliefs, Achievement Tests
Yan, Zi; Brown, Gavin T. L.; Lee, John Chi-Kin; Qiu, Xue-Lan – Educational Psychology, 2020
This study explores factors that predict students' self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students' intentions and practices pertaining to self-assessment and the predictors of their…
Descriptors: Self Evaluation (Individuals), Behavior Theories, Elementary School Students, Secondary School Students
Yan, Zi – Educational Research and Evaluation, 2014
The theory of planned behaviour (TPB) was used to explore the Hong Kong teachers' intentions to implement school-based assessment (SBA) and the predictors of those intentions. A total of 280 teachers from Hong Kong secondary schools who had been involved in SBA were surveyed. Rasch-calibrated teacher measures were calculated for each of the 6…
Descriptors: Prediction, Intention, Evaluation Methods, Foreign Countries
Yan, Zi; Chiu, Ming Ming; Ko, Po Yuk – Assessment in Education: Principles, Policy & Practice, 2020
Although students who self-assess effectively often learn better, creating effective, low-cost interventions to help them do so is a critical challenge. This study examined the effects of a self-assessment diary intervention on 74 Form 1 (M[subscript age]=12.2 years) students' academic achievement, self-regulation, and motivation. After each…
Descriptors: Self Evaluation (Individuals), Student Journals, Academic Achievement, Self Management
