News:

• 教育界同工請留意 | 教大課程與教學學系 ShinyTAM 教育數據分析工作坊（Rasch 模型）- 以粵語主講（輔以英語／普通話）。是次工作坊會展示 ShinyTAM 在課堂與評估上的三項重點特色： ✔ 辨識學生在試題中的「意料之外的正確／錯誤作答」 ✔ 分析學生的「最近發展區（ZPD）」，並提供後續支援方向 ✔ 檢視試卷及試題質素，找出可能存在問題的題目 日期：2025年11月19日（星期三） 時間：12:30 PM – 1:30 PM 形式：Zoom 線上 / 教大 B3-P-03（名額25位；線下設簡餐） 報名連結 ⏳ 報名截止：11月18日中午12時。可查看PDF文件以獲取詳情。
• The Education University of Hong Kong offers a Professional Development Programme, BWP139 (Assessment Literacy and Effective Use of Assessment Data in the Digital Age). This programme provides participants with theoretical and practical assessment training, helping them gain in-depth knowledge of ShinyTAM. See the pdf file for a brief introduction. 香港教育大學提供了一個教師專業進修課程證書專案（評估素養與數碼年代中有效使用評估資料；BWP139）。該課程將為學員提供評估方面的理論與實踐培訓，幫助學員深度學習ShinyTAM。可查看PDF文件以獲取簡要介紹。
• Good news. Dr. Zhu has secured a GRF project as the principal investigator: Investigating Parents’ Assessment Literacy in the Digital Era and its Association with Students’ Academic Learning: Instrument Development and Model Validation (HK$ 1,011,536, 01/2026 – 12/2028). Prospective applicants interested in EdD/PhD programs are encouraged to get in touch with Dr. Zhu at least 1.5 months prior to the deadline, with the required documents as specified on his website.
• Researchers who have obtained a PhD degree after 1 Jan 2023 or will obtain a PhD degree by 8 Sep 2027 are welcome to contact me for the RGC Junior Research Fellow Scheme (研资局新晋学者计划; previously known as RGC Postdoctoral Fellowship Scheme; 研资局博士后奖学金计划).
• A seminar on ShinyTAM was held successfully on Nov. 8, 2024.
• Post-doctoral research opportunity (Jockey Club STEM Early Career Research Fellowship) with Dr. Zhu and Prof. Chiu. If you are interested in working on AI-assisted Learning, you can contact Dr. Zhu by 15 Sep, 2024 for the Jockey Club STEM Early Career Research Fellowship for Translation and Application 2024/25 (see the pdf file for details).
• Research opportunity with Dr. Zhu and Prof. Chiu (Postdoctoral Fellowship). If you are interested in working on assessment/feedback research, you can contact Dr. Zhu by 9 Sep, 2024 for the RGC Junior Research Fellow Scheme (previously known as RGC Postdoctoral Fellowship Scheme; see the pdf file for details).
• Good news. Dr. Zhu has secured an ECS project as the principal investigator: Investigating the Factors Associated with Teachers' Feedback Literacy: Instrument Development and Validation (HK$ 906,648, 11/2024 – 11/2027).
• A seminar on ShinyTAM was held successfully on March 21, 2024. There were 198 participants and 98.7% of them were satisfied with this seminar.
• A new version of ShinyTAM was released on March 3, 2024.

Dr Jinxin ZHU (online CV) is an Assistant Professor at the Department of Curriculum and Instruction at The Education University of Hong Kong (EdUHK). He received a bachelor’s degree from Beijing Normal University majoring in Mathematics and Applied Mathematics and a Ph.D. from EdUHK majoring in Educational and Psychological Measurement. Before re-joining EdUHK as an Assistant Professor, he worked as a Research Assistant Professor at the Department of Education Studies at Hong Kong Baptist University, a manager at the Assessment Technology & Research Division in the Hong Kong Examinations and Assessment Authority, a post-doctoral fellow at Assessment Research Centre at EdUHK, and a mathematics teacher at Fuyong Secondary School in Shenzhen, Guangdong, Mainland China.

His research focuses on digital assessment and learning, aiming to reduce teachers’ workload with digital tools allowing them to have more time and energy to help students to take an active role in the assessment and feedback process and become self-directed learners and thereby lifelong learners. Meanwhile, he applies rigorous data analytic methods (e.g., structural equation modeling, Rasch model, and multilevel modeling) to educational studies.

Research projects:

• Investigating Parents’ Assessment Literacy in the Digital Era and its Association with Students’ Academic Learning: Instrument Development and Model Validation (GRF, Principal Investigator, HK$ 1,011,536, 01/2026 – 12/2028; No.18613525).
• Improving Post-graduate Students’ Academic Writing through Generative AI-Assisted Feedback (FEHD Innovative Teaching Grant, Project Leader & Budget Holder, HK$60,000, 04/2025 – 06/2026)
• Provision of Services for Statistical Analysis for the Enhancement of the Mathematics Papers of Learning Achievement Measurement Kit (LAMK) (Education Bureau, Principal Investigator, HK$420,000, 01/2025 – 10/2026).
• Investigating the Factors Associated with Teachers' Feedback Literacy: Instrument Development and Validation (ECS, Principal Investigator, HK$ 906,648, 11/2024 – 11/2027; No.28613724).
• Understanding university students' informal statistical thinking using a computer adaptive testing system: Instrument development (Start-up Research Grant, EdUHK $199,993, 04/2024 - 03/2025).
• Understanding and facilitating pre-service teachers’ digital assessment literacy (Donation from Renshan Fortune Charity Association, Co-Principal Investigator, HK$ 2,000,000, 09/2023 - 08/2028).
• Investigating the facilitators and barriers of mathematics teachers’ assessment literacy in the digital era: Instrument development and validation (GRF, Principal Investigator, HK$ 856,852, 11/2022 – 04/2026; No. 12619622). 
• Using ‘Big Data’ to support school improvement: insights from international large-scale assessment data sets (Start-up Grant, HKBU; Principal Investigator, HK$ 100,000, 11/2020-06/2023).

Accept Post-doctoral Fellow :

• Researchers who have obtained a PhD degree after 1 Jan 2023 or will obtain a PhD degree by 8 Sep 2027 are welcome to contact me for the RGC Junior Research Fellow Scheme (研资局新晋学者计划; previously known as RGC Postdoctoral Fellowship Scheme; 研资局博士后奖学金计划).

Accept PhD (self-financed & Fellowship Scheme) students.

Accept EdD students (English & Chinese):

• Please contact me after July 1st, 2025 about the PhD/EdD admission for the 2026/27 academic year.

-Preferred research areas include but not limited to

• Assessment and Feedback in the Digital Era
• Data Analytics in Education (educational measurement and assessment)
• Educational Psychology, specifically related to

1. Mathematics/STEM Education
2. Self-regulated Learning

-For either Post-doctoral Fellow (see thepdf file for details) / PhD / EdD application, please get in touch with Dr Zhu (online CV here) via email ([email protected]) with

1. a cover letter stating your understanding of educational research and long-term career plan,
2. a research proposal,
3. a CV (please specify your research experience, English level; specify the language of the publication, if any), and
4. other supporting documents such as transcripts of bachelor's and master’s degrees, certificates, published articles, awards, and other documents that might be helpful.

• An informal test and an informal interview may be arranged before the formal application.
• Willingness to learn or readiness to apply advanced quantitative research methods using Mplus or R and qualitative analysis using NVivo is desirable.
• Responsible, fast learning, self-motivated, and meticulous are expected.

!!! Dr Zhu's project team also maintains a Xiaohongshu (49459350926) account to publish the latest news of his research team. You are welcome to follow this account. !!!

!!!

Refereed Journal Articles (N = 34; 27 SSCI; 4 Q1 & 5 Q2 as lead author; 8 Q1 & 4 Q2 as co-author)

1. Zhu, J.^* (accepted). Chinese teachers’ assessment self-efficacy and the effects of gender and teaching experience. Journal of Applied Measurement.
2. Zhu, Y. & Zhu, J.^* (accepted). Nursing students’ competence and perceived mentor assessment literacy: the mediating role of self-efficacy and gender bias. BMC Nursing (Impact Factor 3.9, Q1, JCR).
3. Zhang, C., & Zhu, J.^* (2025). Teacher enthusiasm and students’ reaching achievement: Teachers’ stimulation of reading engagement and students’ reading enjoyment as mediators. Language Teaching Research. (Advance online publication) (Impact Factor 3.8, Q1, JCR)
4. Zhang, C, Tsang, Y., & Zhu, J. (2025). Transfer of self-efficacy: ICT self-efficacy and reading self-efficacy mediate the effect of ICT use on reading achievement. Computers & Education. 239, Article 105446. (Impact Factor 10.5, Q1, JCR)
5. Yu, B. & Zhu, J. (2025) Language and identification predictors of academic, psychological and sociocultural adaptation: Mainland Chinese students in Hong Kong universities. Asian Education and Development Studies. (Impact Factor 2.0, Q1, JCR)
6. Kennedy, K. J., & Zhu, J. (2025). Understanding Hong Kong students’ intercultural behavior: an approach using the theory of planned behavior. Cogent Education, 12(1). (Impact Factor 1.5, Q2, JCR)
7. Kuang, X., Li, H., Luo, W., Zhu, J., & Ren, F. (2025). The Mental Health Implications of People-Pleasing: Psychometric Properties and Latent Profiles of the Chinese People-Pleasing Questionnaire. PsyCh Journal (Impact Factor 1.3, Q3, JCR)
8. Li, H., L, M. U., Wong, K. L. L., Zhu, J., & Chen, C.-C. (2025). University students’ concepts of nation in Mainland China, Hong Kong, and Macau: Patriotism or nationalism? Higher Education. 89, 553–569. (Impact Factor 3.6, Q1, JCR)
9. Chen, Y., So, W. W. M., Zhu, J., & Chiu, S. W. K. (2024). STEM learning opportunities and career aspirations: The interactive effect of students’ self-concept and perceptions of STEM professionals. International Journal of STEM Education, 11, Article 1. (Impact Factor 5.6, Q1, JCR)
10. Ieong, L., Wong K. L., Li, H., Chen, C.-C., Zhu, J. (2024) University students’ perceptions of ‘good citizens’ in Greater China: a comparative study of Taiwan, Hong Kong, Macau, and Mainland China. Compare: A Journal of Comparative and International Education. (Impact Factor 1.8, Q2, JCR)
11. Xu, S. Q., Zhu, J., & Smith, S. (2024). Primary school students’ perceptions of class environment and their attitudes toward inclusive education in China. International Journal of Disability, Development and Education. (Impact Factor 1.1, Q4, JCR)
12. Li, S. C., & Zhu, J. (2023). Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries. Computers & Education, 204, 1-18. (Top 1 % and Ranked No.1, 1/1469 in Scopus – Education 2022; CiteScore 23.8; Impact Factor 12.0, Q1, SJR)
13. Zhu, J.^* & Chiu, M. M. (2023). Gender- and Age-Bias in CES-D when Measuring Depression in China: A Rasch Analysis. Current Psychology, 42, 8186–8196. (Impact Factor 2.8, Q2, JCR)
14. Zhu, J.^* & Li, S. C. (2022). The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong. Computers & Education, 187, 1-17. (Top 1 % and Ranked No.1, 1/1469 in Scopus – Education 2022; CiteScore 23.8; Impact Factor 12.0, Q1, SJR)
15. Chen, C.-W., Andersson, B., & Zhu, J. (2022). A factor mixture model for item responses and certainty of response indices to identify student knowledge profiles. Journal of Educational Measurement. (Impact Factor 1.3, Q3, JCR)
16. Chen, Y., Chiu, S. W. K., Zhu, J., & So, W. W. M. (2022). Maintaining secondary school students’ STEM career aspirations: the role of perceived parental expectations, self-efficacy, and cultural capital. International Journal of Science Education 44(3), 434-462. (Impact Factor 2.3, Q1, JCR)
17. Xu, S. Q., Zhu, J., Xie, Z., & Li, X. (2022). The psychometric properties of the Chinese version of the attitude survey inclusive education ‑ parents. BMC Psychology, 10(1), 1–8. (Impact Factor 3.6, Q2; JCR)
18. Zhu, J. & Mok, M. M. C. (2020). Predictors of students’ participation in internet or computer tutoring for additional instruction and its effect on academic achievement. Journal of Computer Assisted Learning,36(5), 729-740. (Impact Factor 5.0, Q1, JCR)
19. Zhu, J.^* & Chiu, M. M. (2020). Immigrant family students in Denmark: Why are they disadvantaged in civic learning? Educational Psychology: An International Journal of Experimental Psychology, 40(2), 207–226. (Impact Factor 2.9, Q2, JCR)
20. Kuang, X., Zhu, J., & Kennedy, K. J. (2020). Editorial: Civic learning for alienated, disaffected and disadvantaged students: Measurement, theory and practice. Educational Psychology: An International Journal of Experimental Psychology, 40(2), 141–145. (Impact Factor 3.2, Q2, JCR)
21. Zhu, J.^* & Chiu, M. M. (2019). Early home numeracy activities and later mathematics achievement: Early numeracy, interest, and self-efficacy as mediators. Educational Studies in Mathematics, 102(2), 173-191. (Impact Factor 3.2, Q2, JCR)
22. Zhu, J., Kennedy, K. J., Mok, M. M. C., & Halse, C. M. (2019). Chinese immigrant students in Hong Kong: Exploring performance and influences of their civic learning. PsyCH Journal 8(4), 465-476. (Impact Factor 1.6, Q3, JCR)
23. Kuang, X., Mok, M. M. C., Chiu, M. M., & Zhu, J.^✉(2019). Sense of school belonging: Psychometric properties and differences across gender, grade and East Asian societies. PsyCH Journal 8(4), 449-464. (Impact Factor 1.6, Q3, JCR)
24. Mok, M. M. C. & Zhu, J. (2019). Achievement in mathematics and Chinese language: A growth curve analysis. Psychological Testing. 66(3), 285-319. (ISSN:1609-4905)
25. Zhu, J. & Mok, M. M. C. (2018). Predicting primary students’ self-regulated learning by their interest, personal best goal orientation, prior achievement and feedback. Educational Psychology: An International Journal of Experimental Psychology, 38(9), 1106-1128. (Impact Factor 3.2, Q2, JCR)
26. Zhu, J., Kuang, X., Kennedy, K. J., & Mok, M. M. C. (2018). Previous civic experience and Asian adolescents’ intention of participating in legal protest: Mediating role of interest and self-efficacy. Asia Pacific Journal of Education, 38(3), 414-431. (Impact Factor 1.7, Q3, JCR)
27. Chen, H.-F. & Zhu, J. (2017). Optimal items for assessing parental involvement across different groups during middle childhood. Journal of Child and Family Studies, 26(11), 2999-3012. (Impact Factor 2.1, Q3, JCR)
28. Mok, M. M. C., Zhu, J., & C. L. K. Law (2017). Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children. Educational Psychology: An International Journal of Experimental Psychology, 37(10), 1259-1280. (Impact Factor 3.2, Q2, JCR)
29. Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress. British Journal of Educational Psychology, 85(2), 154-171. (Impact Factor 3.7, Q1, JCR)
30. Mok, M. M. C. & Zhu, J. (2014). Editorial: Quality education for all: family literacy and self-regulated learning. In M. M. C. Mok & J. Zhu (Eds.), Special Issue: Quality education for all: Family literacy and self-regulated learning, Asia Pacific Journal of Educational Development, 3(2), i-iii. (ISSN: 2304-4624)
31. Mok, M. M. C. & Zhu, J. (2014). Cluster analysis of attitudes towards feedback and their mathematics achievement: A study of Hong Kong primary students. Asia Pacific Journal of Educational Development, 3(2), 1-13. (ISSN: 2304-4624)
32. Mok, M. M. C., Zhu, J., McInerney, D. M., & Or, A. (2014). Growth in mathematics cognitive and content domains: A 6-year longitudinal study. Assessment and Learning, 3, 129-159. (ISSN: 2305-7114)
33. Zhu, J. & Mok, M. M. C. (2012). Effect of academic goal orientation, goal setting and planning on academic achievement of secondary students in Hong Kong. Assessment and Learning,1,11-30. (ISSN: 2305-7114)
34. Zhu, J., Zhang, S., & Xin, T. (2009). A model of cognitively diagnostic base on Q matrix: Classifying model of the probability of attributes' mastery. Journal of Beijing Normal University (Natural Science Edition), 45(2), 117-122. (ISSN: 0476-0301)

Books / Chapters (N = 4)

1. Yang, L., Zhu, J., & Chen, J. (2021). Validating the teacher emotion inventory among special education teachers in Hong Kong using Rasch analysis. In J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (pp. 127-145). London: Routledge.
2. Kuang, X., Zhu, J., & Kennedy, K. J. (Eds.). (2021). Civic learning for alienated, disaffected and disadvantaged students: Barriers, issues and lessons. Routledge. (The chapters in this book were originally published as a special issue of Educational Psychology)
3. Yang L., Zhu, J., & Chen, J. (2020). Using Rasch measurement model to examine the psychometric properties of Teacher Emotion Inventory (TEI) among special education teachers: An exploratory study. In J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives. New York: Routledge.
4. Mok, M. M. C., Kennedy, K. J., & Zhu, J. (2013). Adolescents’ civic engagement: A cross culture study of five Asian societies. In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis McInerney (pp. 169–192). Charlotte: Information Age Publishing Inc.

Selected Conference Paper/Presentation

1. Lu, M., & Zhu, J. (2025, July 29–August 1). Towards a Hattie-Inspired Feedback Model for Music Performance. International Postgraduate Roundtable and Research Forum cum Summer School (IPRRFSS), Graduate School, The Education University of Hong Kong, Hong Kong, China.
2. Li, S., Huo, Y., Yang, X.,& Zhu, J. (2025, July 29–August 1). Principal Instructional Leadership and Language Teachers’ Feedback Behavior: The Mediation Role of Teacher Autonomy, Professional Satisfaction, and Emotions. International Postgraduate Roundtable and Research Forum cum Summer School (IPRRFSS), Graduate School, The Education University of Hong Kong, Hong Kong, China.
3. Wu, H., Zhang, W., & Zhu, J. (2025, July 29–August 1). Work environments and assessment practices of mathematics teachers: The chain mediating roles of occupational stress and teaching satisfaction. International Postgraduate Roundtable and Research Forum cum Summer School (IPRRFSS), Graduate School, The Education University of Hong Kong, Hong Kong, China.
4. Zeng, X., He, W., & Zhu, J. (2025, July 29–August 1). Australian PE Teachers' Valuation of Students' Creativity and Feedback: A Chain Mediation of Creative Pedagogy and ICT Use. International Postgraduate Roundtable and Research Forum cum Summer School (IPRRFSS), Graduate School, The Education University of Hong Kong, Hong Kong, China.
5. Niu, S., & Zhu, J. (2025, July 29–August 1). Understanding teacher feedback: A path analysis of autonomy, self-efficacy, and collaboration. International Postgraduate Roundtable and Research Forum cum Summer School (IPRRFSS), Graduate School, The Education University of Hong Kong, Hong Kong, China.
6. Zhu, J., & Li, S. (2025, July 8). Understanding Students’ Feedback Literacy in the AI-assisted Essay Writing—A Pilot Study. Joint-Research Symposia – Innovations in AI-powered Teaching, Learning, and Assessment.The Education University of Hong Kong, Hong Kong, China.
7. Zhu, J., & Huang, S. (2025, July 15). Applied statistical thinking (AST): Scale development and validation (a pilot study). The Psychometrics Centre, Cambridge Judge Business School, The Education University of Hong Kong, Hong Kong, China.
8. Zhu, J. (2025, January 8). Students’ use of digital resources inside and outside of school: Insights from PISA 2022. Research Symposium with Monash University on Learning Analytics in the Digital Age, Hong Kong, China.
9. Zhu, J. (2024, November). 善用教育数据提升教与学：理论与实践 [Leveraging educational data to enhance teaching and learning: Theory and practice]. The Education University of Hong Kong, Hong Kong, China.
10. Zhu, J., & Zhu, Y. (2024, August 22). Measuring Nursing Students' Perceptions of Their Mentors' Assessment Literacy: Scale Development and Validation using a Rasch Approach. Presentation for the visit to the Centre for Educational Measurement and Assessment, Sydney, Australia.
11. Zhang, C., & Zhu, J. (2024, July). Reading Self-Efficacy Mediates the Effect of Digital Self-Efficacy on Comprehension of Informational and Literary Text: A Two-Level Path Analysis. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching 2024. The Education University of Hong Kong, Hong Kong, China.
12. Kuang, X.X., Li, H., Luo, W.L., & Zhu, J. (2024, July). Test for people-pleasing: psychometric properties and confirmatory factor analysis. International Congress on Educational Futures 2024(ICEF2024), Hong Kong.
13. Zhang, C., & Zhu, J. (2024, July 3–5). Reading self-efficacy mediates the effect of digital self-efficacy on comprehension of informational and literary text: A two-level path analysis. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching 2024 (TeLLT & CoLLT 2024), The Education University of Hong Kong, Hong Kong, China.
14. Zhu, J. (2024, June). Cross-National Patterns of Student Competencies through the PISA Lens: Insights for Finland and Hong Kong. The Global Research Institute for Finnish Education (GRIFE) Conference 2024, Hong Kong.
15. Kuang, X.X., Li, H., Luo, W.L., & Zhu, J. (2024, April). Chinese People-Pleasing Questionnaire: Psychometric Properties and A Latent Profile Analysis. the International Congress on Educational Futures 2024 (ICEF 2024), Hong Kong.
16.  Zhang, C & Zhu, J. (2024, July). Reading self-efficacy mediates the effect of digital self-efficacy on comprehension of informational and literary text: A two-level path analysis. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching 2024, Hong Kong.
17. Zhu, J. (2024, May). Introduction to Automatic Item Generation and Feedback Generation: A sharing of some initial findings. The Hong Kong Examinations and Assessment Authority (HKEAA), Hong Kong.
18. Zhu, J., Chiu, M. M., DeLuca., C., Leung, Y.L., Zhao, Y., Yeung, C.Y. (2024, June). Features and Principles of Mathematics Teachers’ Formative Assessment in the Digital Age: The Perspective of New Ecological Theory. the Departmental Conference 2023-24, Hong Kong.
19. Zhu, J. (2023, November 22–24). Predictors of mathematics and science teachers' ICT use in their teaching: Results from 19 PISA countries. ERAS International Conference and WERA Focal Meeting 2023, Singapore.
20. Chen, C. W., & Zhu, J. (2023, Sepetember). Effect of item responses and distractor choices on response certainties: an application of multilevel SEM. Frontier Research in Educational Measurement (FREMO 2023), September, 5-7, 2023, Univisity of OSLO, Norway.
21. Zhu, J. (2023, August). Student-centered assessment practices among Chinese teachers: A pilot study for scale development and exploring its antecedents. The 18th Pacific Rim Objective Measurement Symposium, 29-30 Aug 2023, Macau SAR, China.
22. Zhu, J. & Kennedy, K. (2021, December). The role of schools in promoting students’ global competence. The Hong Kong Educational Research Association - The Asia Pacific Educational Research Association (HKERA- APERA) International Conference 2021, December, 9-11, 2021, The Chinese University of Hong Kong, Hong Kong.
23. Zhu, J. (2021, September). Knowledge tree based automatic item generation: An application to assess student ability in understanding and interpreting bar charts. The 25th Global Chinese Conference on Computers in Education (GCCCE 2021), September, 11-15, 2021, The Education University of Hong Kong, Hong Kong.
24. Zhu, J. (2021, July). An instrument to measure teachers’ perceived skill in classroom assessment in the Chinese context. World Education Research Association 2021 Virtual Focal Meeting, July, 7-9, 2021, Santiago De Compostela, Galicia, Spain.
25. Wong, K. L., Ieong, L., & Zhu, J. (2021, July). A comparative study of “good citizens”: Perceptions of university students in the Greater China. The 15th Asia-Pacific Network for Moral Education Annual Conference, July, 9-11, 2021, Hong Kong.
26. Zhu, J. & Li, S. (2021, April). ICT use and students’ academic performance: Evidence from PISA 2018 in Hong Kong. The 8th Global Social Sciences Graduate Student e-Conference Vision and Challenges: Sharing an Equal and Sustainable Society, April 22, 2021, Hong Kong.
27. Zhu, J. (2021, April). Understanding students’ misconceptions in combining like terms. American Educational Research Association 2021 Virtual Annual Meeting, April, 8-12, 2021, USA.
28. Zhu, J. (2021, January). Using ‘Big Data’ to support school improvement: Insights from international large-scale assessment data sets. Research Seminar of Department of Education Studies, Hong Kong Baptist University, January 07, 2021, Hong Kong.  
29. Sun, C. R., Cheung, H. P. R., Ng, M.L., & Zhu, J. (2019, July). Kindergarten teacher’s beliefs about Chinese early literacy instruction. Paper Presented in The 20th Pacific Early Childhood Education Research Association International Conference, July 12-14, 2019, Taipei, Taiwan.
30. Zhu, J. (2018, October). Measuring parent-teacher communication across 18 societies in Programme for International Student Assessment (PISA) 2015. The 13th Cross-Strait Conference on Educational and Psychological & Chinese Association of Psychological Testing Annual Conference, October 19-21, 2018, Sun Moon Lake Teachers' Hostel‎, Taiwan. (Outstanding Paper Award [Lun Wen Jia Zuo Jiang])
31. Zhu, J. (2018, October). Parent-teacher communication and students’ academic achievement: Findings from 18 societies in Programme for International Student Assessment (PISA). The 13th Cross-Strait Conference on Educational and Psychological & Chinese Association of Psychological Testing Annual Conference, October 19-21, 2018, Sun Moon Lake Teachers' Hostel‎, Taiwan.
32. Mok, M. M. C., Kuo, B.-C., Pai, K.-C., Zhu, J., Lam, S. M., Tao, K. Y., & Choi, T. W. (2018, October). Automated scoring of Chinese compositions. Paper presented at The 13th Cross-Strait Conference on Educational and Psychological Testing Chinese Association of Psychological Testing Annual Conference, October 19-21, 2018, Sun Moon Lake Teachers' Hostel‎, Taichung, Taiwan.
33. Zhu, J. (2018, June). The use of the Center for Epidemiologic Studies Depression (CES-D) Scale in the Chinese population: A Rasch analysis. The 2018 International Congress of Applied Psychology (ICAP 2018), Palais des congrès, Montréal, Québec, Canada, June 26-30, 2018.
34. Zhu, J., & Mok, M. M. C. (2017, December). Chinese students’ participation in computer tutoring for additional instruction and its effect on academic achievement. WERA Focal Meeting & HKERA International Conference, November 30 - December 2, 2017, The Education University of Hong Kong, Hong Kong.
35. Mok, M. C. M., Zhu, J., & Kuo, B.-C. (2017, November). Predictors of test anxiety for students in Asia countries: Results from PISA2015. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
36. Zhu, J., Mok, M. M. C., Kuo, B.-C., Pai, K.-C., Lam, S. M., Tao, K. Y., & Kwok, K. W. (2016, November). Use of punctuation marks in Chinese compositions of Cantonese-speaking students. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung Taiwan.
37. Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, November). Academic growth trajectories of high and low achievers: Similarities and differences. Paper presented at the Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA 2016): Towards a Future Utopia: 21st Century Educational Revolution, National Sun Yat-sen University, Kaohisung, Taiwan.
38. Zhu, J., Mok, M. C. M. (2016, July). Reciprocal relationship between self-regulated learning and mathematics achievement: A multilevel cross-lagged path analysis. 31st International Congress of Psychology (ICP2016), Yokohama, Japan.
39. Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, July). Growth trajectories of achievement in mathematics, Chinese language and English language: Longitudinal tracking of student academic progress. 31st International Congress of Psychology, Yokohama, Japan.
40. Zhu, J. (2016, June). The role of parental responsiveness and parental demandingness in children’s learning. Canada International Conference on Education (CICE)-2016, Toronto Canada
41. Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, June). Understanding growth in mathematics from student- and school-levels using two-level linear latent growth modelling. Canada International Conference on Education (CICE)-2016, Toronto Canada.
42. Mok, M. M. C., Law, C., & Zhu, J. (2015, November). Longitudinal cross-lagged analysis of reciprocal effects among achievements in mathematics, Chinese language, and English language. Paper presented at the Year 103 Mathematics Education Thematic Research Project Achievements Seminar, Taichung, Taiwan.
43. Mok, M. C. M., Law, C., Or, A., Zhu, J., & Xu, J. (2015, July). Interplay of achievements in mathematics and Chinese language: A six-year longitudinal study. Paper presented at the 2015 International Meeting of the Psychometric Society (IMPS), Beijing Normal University, Beijing, China.
44. Zhu, J., & Mok, M. M. C. (2015, February). Hong Kong primary student’s perceived usefulness of feedback and perceived frequency of feedback. 2015 International Conference on Education, Psychology and Society, Tokyo, Japan.
45. Zhu, J., & Mok, M. M. C. (2014, November). Teachers’ extra-role behaviors: Teacher and principal perception. Asia Pacific Educational Research Association (APERA) 2014 Conference, Hong Kong.
46. Mok, M. M. C., & Zhu, J. (2014, November). Student, teacher, and principal perception on school governance. Paper presented at the Asia Pacific Educational Research Association (APERA) & the Hong Kong Educational Research Association (HKERA) International Conference, The Hong Kong Institute of Education, Hong Kong, China.
47. Zhu, J. (2014, September). Parenting practices of Chinese parent and Chinese children’s self-regulated learning and academic achievement. Paper presented at NIE Graduate Student Day, National Institute of Education (NIE), Singapore.
48. Zhu, J. & Mok, M. M. C. (2014, February). Feedback and self-regulated learning as predictors of primary students’ mathematics achievement: A study in the context of Hong Kong primary schools. The 28th International Self-directed Learning Symposium, Florida, USA.
49. Zhu, J., Mok, M. M. C., Yao, J., & Or, A.C.M. (2013, August). Predicting mathematics performance at the end of key stages III: A longitudinal study of Hong Kong students. The 2013 Taiwan Education Research Association & Pacific Rim Objective Measurement Symposium (TERA-PROMS 2013) Conference, National Sun Yat-Sen University, Kaohsiung, Taiwan. (Best Paper Award)
50. Zhu, J., Mok, M. M. C., Yao, J., & Wong, M. Y. W. (2013, July). A cluster analysis of the patterns of Hong Kong primary students’ attitude towards feedback and their mathematics achievement. The 10th East Asian Social Policy (EASP2013) International Annual Conference: Managing Rapid Social Change and Growing Diversity: Social Policy Responses and Changing Governance in East Asia, Beijing Normal University, Beijing, China.
51. Zhu, J., Kuang, X., Kennedy, K. J., & Mok, M. M. C. (2013, June). Predictors of Asian adolescents’ expected future legal protest participation: A multidimensional Rasch modelling and path analysis. IEA International Research Conference, 26-28 June, NIE, Singapore.
52. Zhu, J. & Mok, M. M. C. (2012, September). Effect of academic aims, goal setting and planning on academic achievement of secondary students in Hong Kong. The 10th Cross Strait Conference of Psychological and Educational Testing Conference, Jiangxi Normal University, Nanchang China.

• Digital Assessment and Learning
• Assessment Literacy
• Feedback Literacy
• Data Analytics in Education
• Mathematics/STEM Education
• Self-regulated Learning
• Special Education

Courses:

1. PRJ6002 Methods in Research for Learning

2. TLS5090 Using Data to Inform Teaching: Principles and Practices《利用數據加強教學：原則與實踐》

Programme Leader (課程統籌主任):

BWP139Certificate in Professional Development Programme on Assessment Literacy and Effective Use of Assessment Data 教師專業進修課程證書 (評估素養及有效使用評估數據)