Projects 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):
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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Collaborations and top research areas from the last five years
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Fostering student feedback literacy through a technology-mediated multimodal platform: A teacher-student collaborative approach
Tam, C. F. A. (PI), Tong, K. M. E. (CoI), Chau, C. P. J. (CoI), Ng, M. L. P. (CoI) & Lee, M. H. T. (CoI)
1/01/25 → 30/06/27
Project: Research
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Advancing AI Readiness in Education: A Collaborative Community to Empower Language Teachers in AI Integration
Tam, C. F. A. (CoI)
1/09/25 → 30/06/27
Project: Research
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From Prompt to Purpose: The Role of Generative AI in Fostering Critical Engagement in Gender and Sexuality Research Education
Tam, C. F. A. (CoI), Tao, K. W. Y. (PI) & Chung, S. M. S. (CoI)
1/09/25 → 31/12/26
Project: Research
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Interacting with ChatGPT for internal feedback and factors affecting feedback quality
Tam, A. C. F., 2025, In: Assessment and Evaluation in Higher Education. 50, 2, p. 219-235 17 p.Research output: Contribution to journal › Article › peer-review
5 Citations (Scopus) -
Investigating Cognitive and Social Dynamics in Multimodal Peer Feedback within Collaborative Learning: Insights from the Cognitive Theory of Multimedia Learning
Tam, C. F. A., 22 Mar 2025, (Accepted/In press) Investigating Cognitive and Social Dynamics in Multimodal Peer Feedback within Collaborative Learning: Insights from the Cognitive Theory of Multimedia Learning.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
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Investigating the role of Generative AI as personal tutors to enhance student feedback literacy
Tam, C. F. A., 3 Apr 2025, (Accepted/In press) Investigating the role of Generative AI as personal tutors to enhance student feedback literacy.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review
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Unpacking teacher beliefs on feedback: shaping multifaceted teacher feedback literacy
Tam, C. F. A., 16 Jan 2025, In: Assessment and Evaluation in Higher Education. p. 1-16 16 p.Research output: Contribution to journal › Article › peer-review
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Evolution of feedback ecology reshaping students conceptions and practices in feedback literacy
Tam, C. F. A., 17 May 2024, In: Assessment and Evaluation in Higher Education. 49, 3, p. 376-391. 16 p.Research output: Contribution to journal › Article › peer-review
3 Citations (Scopus)
Prizes
Activities
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Assist the development of a new Master's programme
Tam, C. F. A. (Academic Advisor)
6 Dec 2024 → 31 Mar 2025Activity: Other
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Internal Vetting Committee (Chairman) CPCE research fund 2024-2025 First Round
Tam, C. F. A. (Chairperson)
1 Oct 2024 → 31 Oct 2024Activity: Other
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CPCECPR Conference 2024 – Transforming Education to Build a Future-Ready Workforce
Tam, C. F. A. (Participant)
19 Apr 2024 → 20 Apr 2024Activity: Participating in or organising an event › Participating in a conference, workshop, ...
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Chairman of Internal Vetting Committee - CPCE Research Fund (2nd round 23/24)
Tam, C. F. A. (Chairperson)
3 Apr 2024 → 29 Apr 2024Activity: Other