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 H. Xu (Ed.), 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). Routledge. https://doi.org/10.4324/9781003052081-1

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). Routledge. https://doi.org/10.4324/9781003052081-2

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). Routledge. https://doi.org/10.4324/9781003052081-8

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). Routledge. https://doi.org/10.4324/9781003052081-10

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). Routledge. https://doi.org/10.4324/9781003052081-12

Wang, H., Yang, L., King, R. B., Sin, K.-F., & Yan, Z. (2021). Values, emotions and emotion regulation in special education teachers in Hong Kong: Influences on life satisfaction and occupational stress. In J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (pp. 146–162). Routledge. https://doi.org/10.4324/9780429353581-10

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). Nova Publishers.

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). Springer. https://doi.org/10.1007/978-981-10-0434-6_10

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). Springer. https://doi.org/10.1007/978-981-10-0434-6_12

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). Springer. https://doi.org/10.1007/978-981-10-0434-6_13

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

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). Nova Publishers.

晏子. (2015). 教師課堂實踐的有效評估：測驗資料分析. In 黎國燦 & 嚴必友 (Eds.), 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 (pp. 252–264). 南京師範大學出版社.

鄭志強 & 晏子. (2015). 元認知教學策略. In 黎國燦 & 嚴必友 (Eds.), 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 (pp. 265–274). 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). Routledge.

Yan, Z., Lau, D. C. H., & Mok, M. M. C. (2013). A concurrent-separate approach to vertical scaling. In M. M. C. Mok (Ed.), Self-directed learning oriented assessments in the Asia-Pacific (pp. 187–201). Springer. https://doi.org/10.1007/978-94-007-4507-0_10

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 (Eds.), International inklusiv interdisziplinär: Perspektiven einer zeitgemäßen Sportwissenschaft (pp. 335–362). Hofmann.