Research Instruments

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

Zhu, J., Yang, Y., & Yan, Z. (2025). Psychometric properties of the Feedback Literacy Behaviour Scale (FLBS) for Chinese students. Asia Pacific Journal of Education, 1-30. https://doi.org/10.1080/02188791.2025.2537390

Yan, Z., Brown, G. T. L., Lee, J. C. K., & 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. (2018). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123-135. https://doi.org/10.1007/s40299-018-0371-8

Yan, Z. (2019). Developing a short form of the Self-assessment Practices Scale: Psychometric Evidence. Frontiers in Education, 4(153). https://doi.org/10.3389/feduc.2019.00153

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

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

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., & 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, 101183. https://doi.org/10.1016/j.stueduc.2022.101183

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

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., 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

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. (2018). 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

Wu, J., Yan, Z., Yang, Y., Zhu, J., Xiong, Y., & Chen, J. (2024). The perceived teacher support scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research, 128, 102487. https://doi.org/10.1016/j.ijer.2024.102487

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., 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.

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., & Sin, K. F. (2014). Inclusive education: Teachers’ intentions and behaviour analysed 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