20062025

Research activity per year

Personal profile

Professional Information

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

Publications

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

Publications

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

Publications

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.

Publications

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

Publications

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.

Publications

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. 

Publications

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. 

Publications

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.

Publications

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. 

Publications

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.

Publications

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. 

Publications

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.

Publications

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.

Publications

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. 

Research interests

  • 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.

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 4 - Quality Education

Education/Academic qualification

Doctorate, Chinese University of Hong Kong

Master, Chinese University of Hong Kong

Postgraduate Diploma, Chinese University of Hong Kong

Certificate, State Language & Writing Commission

Bachelor, The University of Hong Kong

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