UGC funded FDS project PI: "Fostering Student Feedback Literacy Through A Technology-Mediated Multimodal Platform: A Teacher-Student Collaborative Approach" (2025-2027)

Tam, A.C.F. (2025). Unpacking Teacher Beliefs on Feedback: shaping multifaceted teacher feedback literacy. Assessment & Evaluation in Higher Education.

TAM, A. C. F. (2024). Interacting with ChatGPT for internal feedback and factors affecting feedback quality. Assessment and Evaluation in Higher Education.

Tam, A.C.F. (2024). Feedback providers' contributions of and benefits from engaging in online peer micro-teaching feedback practices. Assessment and Evaluation in Higher Education.

Tam, A.C.F. (2024). Teacher Engagement in Professional Learning Communities in preschool contexts. Teachers and Teaching: Theory and Practice.

Tam, A. C. F. (2024). Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy,49(3), 376-391. Assessment & Evaluation in Higher Education.

Tam, A. C. F. & Auyeung, G. K. Y. (2023). Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing. Assessment & Evaluation in Higher Education, 48:7, 1038-1052. 

Tam, A. C. F. (2023). Transforming preschool language teachers’ beliefs of implementing play-based learning in a professional learning community. International Journal of Early Years Education, 31(1), 46-62. 

Tam, A. C. F. (2022). Students’ perceptions of and learning practices in online timed take-home examinations during Covid-19. Assessment & Evaluation in Higher Education, 47 (3), 477-492.

Tam, A. C. F. (2021). Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback.  Assessment & Evaluation in Higher Education. 46(2), 269-285. 

Tam, A. C. F. (2021). Challenges arising from dissonant views about trilingual education in an early childhood context. International Journal of Bilingual Education and Bilingualism, 24:7, 990-1010.

Tam, A. C. F. (2019). Conceptualizing distributed leadership: Diverse voices of positional leaders in early childhood education. Leadership and Policy in Schools, 18(4), 701-718. 

Tam, A. C. F. (2016). The romance and the reality between pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. Teachers and Teaching: Theory and Practice, 22(7), 765-781.

Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practice. Teachers and Teaching: Theory and Practice, 21(1), 22-43.

Tam, A. C. F. (2015). Exploring teachers’ beliefs about teacher learning in professional learning communities and their influence on collegial activities in two departments. Compare: A Journal of Comparative and International and Education, 45(3), 422-444. 

• Teaching and learning: Chinese Language & Putonghua education; biliteracy and trilingual education; early childhood education; using Putonghua as the medium-of-instruction; L2 writing; play-based learning.
• Curriculum and assessment: school-based curriculum development and assessment for learning; teamwork, take-home examination, school-based assessment.
• Feedback literacy: exemplar-based dialogic feedback; students' engagement in and use of feedback; internal feedback generation and feedback processes.
• School leadership and management: curriculum leadership of department heads and administrators;
• Teacher development: professional learning communities, teachers’ beliefs.