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Zi Yan
Zi Yan
Professor, The Education University of Hong Kong
Bestätigte E-Mail-Adresse bei eduhk.hk - Startseite
Titel
Zitiert von
Zitiert von
Jahr
Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.)
TG Bond, Z Yan, H Moritz
Routledge, 2020
12117*2020
A cyclical self-assessment process: Towards a model of how students engage in self-assessment
Z Yan, GTL Brown
Assessment & Evaluation in Higher Education 42 (8), 1247-1262, 2017
3342017
Self-assessment in the process of self-regulated learning and its relationship with academic achievement
Z Yan
Assessment & Evaluation in Higher Education 45 (2), 224-238, 2020
2922020
Primary teachers' attitudes, intentions and practices regarding formative assessment
Z Yan, ECK Cheng
Teaching and Teacher Education 45, 128-136, 2015
2452015
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
Z Yan, Z Li, E Panadero, M Yang, L Yang, H Lao
Assessment in Education: Principles, Policy & Practice, 2021
2322021
Inclusive education: Teachers’ intentions and behaviour analyzed from the viewpoint of the Theory of Planned Behaviour
Z Yan, KF Sin
International Journal of Inclusive Education 18 (1), 72-85, 2014
1862014
Self-assessment is about more than self: The enabling role of feedback literacy.
Z Yan, D Carless
Assessment & Evaluation in Higher Education, 2021
1582021
Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing
Z Yan, GTL Brown
Studies in Educational Evaluation 68, 2021
1192021
Conceptualising assessment-as-learning
Z Yan, D Boud
Assessment as learning: Maximising opportunities for student learning and …, 2021
1032021
Student self-assessment: why do they do it?
Z Yan, GTL Brown, JCK Lee, XL Qiu
Educational Psychology 40 (4), 509-532, 2020
952020
Effects of self-assessment diaries on academic achievement, self-regulation, and motivation
Z Yan, MM Chiu, PY Ko
Assessment in Education: Principles, Policy & Practice 27 (5), 562-583, 2020
842020
Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour
Z Yan
Educational Research and Evaluation 20 (2), 83-97, 2014
742014
Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance
NB Mendoza, Z Yan, RB King
Computers & Education 193, 104663, 2023
722023
The effect of self-assessment on academic performance and the role of explicitness: A meta-analysis
Z Yan, X Wang, D Boud, H Lao
Assessment & Evaluation in Higher Education, 2021
712021
Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour
Z Yan, KF Sin
Cambridge Journal of Education 45 (2), 205-221, 2015
702015
Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis
Z Yan, H Lao, E Panadero, B Fernández-Castilla, Yang, L., M Yang
Educational Research Review 37, 100484, 2022
642022
Student self-assessment practices: the role of gender, year level and goal orientation
Z Yan
Assessment in Education: Principles, Policy & Practice 25 (2), 183-199, 2018
642018
Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter.
WY Guo, Z Yan
Assessment in Education: Principles, Policy & Practice 26 (6), 675-699, 2019
592019
How teachers’ beliefs and demographic variables impact on self-regulated learning instruction
Z Yan
Educational Studies 44 (5), 564-577, 2017
592017
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale
Z Yan, S Pastore
Studies in Educational Evaluation 74, 101183, 2022
492022
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