| Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.) TG Bond, Z Yan, H Moritz Routledge, 2020 | 12069* | 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 | 343 | 2017 |
| 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 | 293 | 2020 |
| Primary teachers' attitudes, intentions and practices regarding formative assessment Z Yan, ECK Cheng Teaching and Teacher Education 45, 128-136, 2015 | 245 | 2015 |
| 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 | 232 | 2021 |
| 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 | 190 | 2014 |
| Self-assessment is about more than self: The enabling role of feedback literacy. Z Yan, D Carless Assessment & Evaluation in Higher Education, 2021 | 170 | 2021 |
| Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing Z Yan, GTL Brown Studies in Educational Evaluation 68, 2021 | 123 | 2021 |
| Conceptualising assessment-as-learning Z Yan, D Boud Assessment as learning: Maximising opportunities for student learning and …, 2021 | 106 | 2021 |
| Student self-assessment: why do they do it? Z Yan, GTL Brown, JCK Lee, XL Qiu Educational Psychology 40 (4), 509-532, 2020 | 95 | 2020 |
| 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 | 86 | 2020 |
| 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 | 75 | 2014 |
| 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 | 71 | 2023 |
| 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 | 70 | 2021 |
| 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 | 68 | 2015 |
| 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 | 66 | 2022 |
| 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 | 63 | 2018 |
| How teachers’ beliefs and demographic variables impact on self-regulated learning instruction Z Yan Educational Studies 44 (5), 564-577, 2017 | 58 | 2017 |
| 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 | 56 | 2019 |
| 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 | 50 | 2022 |
Lan YANGThe Education University of Hong KongE-mail confirmado em eduhk.hk
