Dr. YANG Lan (Joy) is an Associate Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. She obtained her PhD from The University of Hong Kong and her doctoral dissertation on a longitudinal intervention on promoting Chinese students’ academic self-concept and academic achievement was awarded the "Highly Commended Dissertation Award" by the Global SELF Research Network (2013); selection panel was chaired by Prof. Herbert Marsh (Top 1% Highly-Cited Researcher in the Social Sciences and one of the most productive educational psychologists in the world).  Her recent research focuses on harnessing the power of formative assessment from the perspective of psychology including a wide range of influential psychological constructs (e.g., self-concept, achievement emotions, learning engagement etc.). Recently, the Psychology and Assessment SIG led by Dr. Joy Yang has been established under the KRA, the Education University of Hong Kong.

:-) For more updated publication outputs, please see Joy's ORCID

• Harnessing the power of feedback in education

• Feedback orientation and its role in the power of feedback

• Development of the Feedback Ecological Model

• Assessment for learning (AfL)

• Assessment as learning (AaL)

• Positive psychology and assessment

• Feedback and emotion
• Assessment for learning
• Assessment as learning
• Questionnaire development
• Quantitative research methodology

Member

• International Positive Psychology Association (IPPA)
• The European Association for Research on Learning and Instruction (EARLI)
• The American Educational Research Association (AERA)
• International Forum of Researchers in Education (IFORE)
• International Association of Cross-cultural Psychology (IACCP)
• International Research Network on Equity in Youth Education and Training (IRNEYET)
• The Comparative Education Society of Hong Kong
• The Special Education Society of Hong Kong
• Centre for Excellence in Learning and Teaching (CELT), the Education University of Hong Kong
• Centre for Research on Chinese Language and Education (CRCLE), the Education University of Hong Kong
• Centre for Advancement in Inclusive and Special Education (CAISE), The University of Hong Kong
• Social Metacognition and Big Data International Research Network, World Educational Research Association (WERA)
• UNESCO Inclusive Policy Lab

Editorial Board

• International Journal of Comparative Education and Development
• Frontiers in Education: Assessment, Testing and Applied Measurement Section (Associate Editor)
• Frontiers in Education: Special Educational Needs Section (Review Editor)
• Frontiers in Education: Educational Psychology (Review Editor)
• Educational Psychology: An International Journal of Experimental Educational Psychology (Consulting Editor)
• Educational Research for Policy and Practice

Reviewer

• Asia Pacific Journal of Education
• British Journal of Educational Psychology
• CAISE Review
• Education Psychology
• Educational Research and Evaluation
• Educational Research for Policy and Practice
• European Journal of Psychology of Education
• Education Journal
• Frontier in Education
• Frontier in Psychology
• Hong Kong Journal of Special Education
• International Journal of Educational Psychology
• International Journal of Chinese Language Education
• Language Assessment Quarterly
• Pedagogies: An International Journal
• PlosOne
• SAGE Open
• School Psychology International
• Teaching and Teacher Education
• The Asian-Pacific Education Researcher
• The Internet and Higher Education