Assessment as Learning: Maximising Opportunities for Student Learning and Achievement

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Zi Yan (The Education University of Hong Kong, HK) Lan Yang

Assessment as Learning

Maximising Opportunities for Student Learning and Achievement

Zi Yan (The Education University of Hong Kong, HK), Lan Yang

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English

Routledge
25 September 2023

Educational psychology; Examinations & assessment

Series: Asia-Europe Education Dialogue

Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.

This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).

Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.

Edited by: Zi Yan (The Education University of Hong Kong HK), Lan Yang
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 550g
ISBN: 9780367509989
ISBN 10: 0367509989
Series: Asia-Europe Education Dialogue
Pages: 280
Publication Date: 25 September 2023
Audience: College/higher education , Primary
Format: Paperback
Publisher's Status: Active

Zi Yan is Associate Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. He is also the Co-Director of the Centre for Excellence in Learning and Teaching (CELT) and Associate Director of the Assessment Research Centre (ARC). His main publications and research interests focus on two related areas, i.e., educational assessment in the school and higher education contexts with an emphasis on student self-assessment; and Rasch measurement, in particular its application in educational and psychological research. He is currently leading the Key Research Area on Assessment Research To Improve Student-learning and Teaching (ARTIST) (https://www.eduhk.hk/artist) at the Education University of Hong Kong. Lan Yang is Assistant Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. She obtained her PhD degree from the University of Hong Kong in 2012 on examining the effects of performance feedback and a combination of performance and attributional feedback on enhancing Chinese students’ academic self-concept and academic achievement. She was the recipient of the Global SELF Research Network Highly Commended PhD Award (2013) based on her PhD research. Her research focuses on harnessing the power of formative assessment from the perspective of psychology including a range of influential psychological constructs (e.g., self-concept, achievement emotions, learning engagement etc.). Recently, the Psychology and Assessment SIG led by Dr. Yang has been established under the KRA (https://www.eduhk.hk/artist), the Education University of Hong Kong.