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Dr Ricky Lam

Associate Professor
Department of Education Studies
Director of Master of Education Programme
Faculty of Social Sciences

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Dr Ricky Lam

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About

Dr. Ricky C. K. Lam is Principal Investigator for a large-scale research study funded by the Standing Committee on Language Education and Research (SCOLAR), Education Bureau entitled “An Exploratory Study of Language Assessment Training in Hong Kong: Trends, Quality and Development”. This study evaluates critically the overall language assessment training landscape in Hong Kong and examines facilitating and constraining factors that affect the quality of university-based language assessment training in Hong Kong teacher education institutions. It is linked to the Faculty Niche Research Area on Learning and Praxis as it is highly pertinent to the local language education landscape with a focus on assessment literacy.

 

Dr. Ricky Lam is currently President of Hong Kong Association for Applied Linguistics.

 

Research Outputs

  • Lam, R. (in press). Writing portfolio assessment in practice: Individual, institutional, and systemic issues. Pedagogies: An International Journal.  DOI: 10.1080/1554480X.2019.1696197

  • Lam, R. (2019). Using portfolios in language teaching (RELC New Portfolio Series 4). Singapore: SEAMEO Regional Language Centre.

  • Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78-89.  DOI: 10.1016/j.system.2019.01.006

  • Lam, R. (2018). Understanding assessment as learning in writing classrooms: The case of portfolio assessment [Special issue]. Iranian Journal of Language Teaching Research, 6(3), 19-36. http://ijltr.urmia.ac.ir/article_120599.html

  • Lam, R. (2018). Testing, drilling and learning: What purpose does the Grade 3 Territory-Wide System Assessment serve? Asia Pacific Education Review, 19(3), 363-374.  DOI: 10.1007/s12564-018-9523-z

  • Lam, R. (2018). Portfolio assessment for the teaching and learning of writing. Singapore: Springer. DOI: 10.1007/978-981-13-1174-1