Examinando por Autor "Lao, Hongling"

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  • Miniatura
    Ítem
    A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes
    (Routledge, 2026-06-07) Yan, Zi; Lao, Hongling; Panadero, Ernesto ; Fernández Castilla, Belén
    Self-assessment (SA) and peer-assessment (PA) are increasingly studied for their effects on learning strategies and affective outcomes. This review examined the effect of SA and PA on eight groups of outcome variables: four self-regulated learning strategies (general regulatory strategies, (meta)cognitive strategies, regulation of motivation, regulation of the resources and the environment) and four affective outcomes (attitude, emotion, motivation, and self-efficacy). The analysis included 353 effect sizes from 75 peer-reviewed studies involving K-12 to higher education students, using experimental or quasi-experimental designs. Three-level model analyses showed that SA and PA had positive effects on desirable learning strategies and affective outcomes (Hedges’ g = 0.205 to 0.683). Comparatively, SA interventions demonstrate a larger mean effect size on motivation than PA. Additionally, four significant moderators were identified. Overall, the findings provide preliminary evidence that SA and PA support student learning beyond academic performance, with effect strength varying by outcome category and study quality.
  • Miniatura
    Ítem
    A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
    (Routledge, 2021-02-15) Yan, Zi; Li, Ziqi; Panadero, Ernesto ; Yang, Min; Yang, Lan; Lao, Hongling
    Teachers are playing crucial roles in the implementation of formative assessment, which has been widely recognised as a valuable strategy in enhancing students’ learning outcomes. However, systematic analysis on factors that might facilitate or hinder teachers’ intentions and implementations regarding formative assessment is scarce. This review covers 52 eligible studies and identifies factors, which have been categorised into personal and contextual factors, that influence teachers’ intentions and implementations regarding formative assessment. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to facilitate the implementation of formative assessment.