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Useful Instruments

Student

1. Self-assessment Practices Scale (SaPS)

Source: Yan, Z. (2018). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123-135. DOI: 10.1007/s40299-018-0371-8 

2. Self-assessment Practices Scale-Short Form (SaPS-SF) 

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

3. Student Attitudes towards Formative Assessment Scale

Source: 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. doi: 10.1080/0969594X.2019.1571993

4. The Adversity Response Profile for Chinese University Students (ARP-CUS)

Source: 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://www.mdpi.com/1660-4601/19/11/6389/htm 

5. The Feedback Literacy Behaviour Scale (FLBS)

Source: 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.

6. Perceived Teacher Support Scale

Source: 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

7. Predictors of Self-assessment Questionnaire

Source: Yan, Z., Brown, G. T. L., Lee, C. K. J., & Qiu, X. L. (2019). Student self-assessment: Why do they do it? Educational Psychology. DOI: 10.1080/01443410.2019.1672038

8. Student_Formative and Summative Assessment Attitude

Source: 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. doi: 10.1080/0969594X.2019.1571993

9. Student School-based Assessment

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Teacher

1. Self-Regulated Learning Instruction Scale (SRLIS) 

Source: Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564-577. DOI: 10.1080/03055698.2017.1382331.

2. Teacher Formative Assessment Literacy Scale

Source: 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 

3. Teacher Formative Assessment Practice Scale 

Source: 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 

4. Teachers’ Conceptions of School-based Assessment Questionnaire

Source: 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. 

5. Teachers’ Conceptions and Practices of Formative Assessment Questionnaire 2022

Source: 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 

6. Teachers’ Conceptions and Practices of Formative Assessment Questionnaire 2015

Source: Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128-136.

Inclusive Education

Principal Questionnaire

Source: 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

Staff Questionnaire

Source: 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

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