• Publications
  • Influence
A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback
In this article, I demonstrate how I planned and conducted a peer review training workshop to coach my students in giving and responding more effectively to peer feedback. The recommended trainingExpand
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Language assessment training in Hong Kong: Implications for language assessment literacy
Despite the call for using assessment to promote effective learning, most language teachers remain underprepared to conduct classroom-based formative assessment and interpret the summative assessmentExpand
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The examined life: perspectives of lower primary school students in Hong Kong
Students have a wide experience of being tested, but their perceptions of assessment are comparatively under-explored. This paper illuminates the perspectives on assessment of a sample of lowerExpand
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Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback
Abstract Research into portfolio assessment (‘PA’) typically describes teachers’ development and implementation of different portfolio models in their respective teaching contexts, however, not muchExpand
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Balancing the dual functions of portfolio assessment
While research on portfolio assessment (PA) has focused largely on the summative aspects of writing assessment, not much has been done to find out its formative potential. Drawing upon studentExpand
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Convergence and Divergence of Process and Portfolio Approaches to L2 Writing Instruction: Issues and Implications
In the L2 writing literature, there has been a rich history of scholarship in theory, research and practice since the 1960s. Two of the most prominent L2 writing approaches are process and portfolioExpand
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Promoting Self-Reflection in Writing: A Showcase Portfolio Approach
A process-approach to writing is often overlooked in favour of tests and the products of writing. The Showcase Portfolio Approach was introduced in Hong Kong as a viable alternative to moreExpand
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Formative Use of Summative Tests: Using Test Preparation to Promote Performance and Self-Regulation
  • R. Lam
  • Psychology
  • 1 February 2013
The study aims to investigate teachers’ and students’ perspectives of how “the formative use of summative test” (i.e., test preparation) may impact student's performance in internal school tests andExpand
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Understanding EFL Students' Development of Self-Regulated Learning in a Process-Oriented Writing Course.
  • R. Lam
  • Psychology
  • 1 September 2015
This article describes a study which investigated how explicit strategy instruction may shape student use of metacognitive knowledge and in what ways this knowledge promotes self-regulation in theExpand
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Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong
This study investigates what Hong Kong secondary school teachers know and think about, and how they practice classroom-based writing assessment through questionnaire, telephone interviews, and classroom observations. Expand
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