Jiahui Luo
Biographic Data
| ID | 6457657 |
|---|---|
| NAME | Jiahui Luo |
| GIVEN NAMES | Jiahui |
| FAMILY NAME | Luo |
| SIGNATURE | LUO J |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-1797-2191 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Tracing student engagement in dialogues with GenAI in assessment
There are many unsupported claims in the media about how students use generative AI (GenAI) to support their assessment tasks, often labelling such use as inherently unethical. In response, this paper presents a semester-long investigation into 11 university students’ engagement in dialogues with GenAI for their graded assignments, using authentic chat records as the primary data. The study identified four student engagement patterns with GenAI –…
What do we mean by digital equality in education? Toward five conceptual lenses based on a systematic review
How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences
Many observed that the rise of GenAI is causing an 'erosion of trust' between students and teachers in higher education.Such distrust mainly stems from concerns about student cheating, which is believed to be massively facilitated by recent technological breakthroughs in GenAI.Despite anecdotal discussions, little empirical research has explored students' experiences with trust in the GenAI age.This study engaged university students in concept ma…
Assessment as a dilemmatic space in the GenAI age
This study uses the concept of dilemmatic space to unpack the complexities of teachers’ work when it comes to assessing students in the GenAI age. A key idea of dilemmatic space is that dilemmas are not ‘out there’ but constructions based on individuals’ priorities, knowledge and values. Therefore, studying what teachers perceive as ‘dilemmatic’ or ‘in conflict’ is important for understanding how they position themselves as teachers and what they…
Wuling San regulates AVPR2-cAMP-PKA-CREB pathway to delay cellular senescence and ameliorate acute kidney injury
Exploring value judgements in grading
Grading is a critical aspect of higher education, connected closely with student learning, credentialing, and institutional accountability. Recently, the widespread use of generative AI (GenAI) has complicated teachers’ grading practices by challenging traditional notions of what constitutes a student’s own work. As teachers weigh the contributions made by GenAI with the unique insights students bring to their work, they are also making value jud…
Influence of dialect diversity on level of urban innovation—Empirical evidence based on 276 cities in China
A critical review of GenAI policies in higher education assessment
This study offers a critical examination of university policies developed to address recent challenges presented by generative AI (GenAI) to higher education assessment. Drawing on Bacchi’s ‘What’s the problem represented to be’ (WPR) framework, we analysed the GenAI policies of 20 world-leading universities to explore what are considered problems in this AI-mediated assessment landscape and how these problems are represented in policies. Althoug…
Assessing students’ holistic development in China
Youth mentoring strategies and impacts on holistic competencies of secondary school students in Hong Kong
There is a widespread belief that youth mentoring contributes to students’ holistic competency development, but research has not yet provided enough clarity on how exactly this contribution is made possible. To address this gap, in the current study we explore different mentoring strategies and their impacts on mentees’ holistic competency development in an extracurricular mentoring programme for secondary school students in Hong Kong. Informed b…
Exploring the process of evaluative judgement
For students to sustain their learning beyond higher education, it is important for them to develop their evaluative judgement. Although the importance of evaluative judgement is well-established, the process through which students make such judgements remains contested. This study explores students’ evaluative judgement process by asking 20 engineering students to evaluate their own intercultural competence and that of other engineers in task-ba…
Conceptualising evaluative judgement in the context of holistic competency development
Learning to make informed evaluative judgement of holistic competencies prepares students for well-rounded development on a lifelong and self-directed basis. However, a review of the literature reveals that empirical studies framed under evaluative judgement have not yet explicitly acknowledged the judgement of these competencies. If we are to further promote evaluative judgement as a systematic line of research worthy of independent attention, t…
The development and validation of an instrument to measure evaluative judgement
Intensive research attention has focused on developing students’ evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this background, this study develops and validates a self-report instrument to measure engineering students’…
Towards an inclusive student partnership
While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the ‘students as partners’ context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed ‘unfitting’ to the ‘ideal’ mentor standards in research and p…
Investigating student preparedness for holistic competency assessment
In recent years, there have been increasing efforts to formally assess holistic competencies. These efforts tend to be policy and expert driven, overlooking students’ subjectivities in being assessed. Questions remain about how prepared students are for holistic competency assessment. To address this research gap, we conducted 2150 surveys and 17 focus group interviews (N = 73) with Hong Kong university students, attempting to understand their le…
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education
Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers’ perspectives and the current study aims to address this gap. In t…
An exploratory study on assessing reflective writing from teachers’ perspectives
With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This study explores teachers’ perspectives on the assessment of written reflections by interviewing six unive…
A four-dimensional conceptual framework for student assessment literacy in holistic competency development
As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the exte…
An exploratory study on teacher assessment literacy
In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students’ deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice universit…
It’s a plus rather than a must’
The recent upsurge of supplementary education has brought something attention-grabbing to the mediascape in China – educational ethos, inclusive of pedagogies and teaching ideals, is being widely marketed and increasingly used as a benchmark of ‘quality’ in education. This study explores the ways in which educational ethos in China is advertised by companies providing supplementary English education for elementary school students (SEEE), and inve…
It’s a plus rather than a must’
The recent upsurge of supplementary education has brought something attention-grabbing to the mediascape in China – educational ethos, inclusive of pedagogies and teaching ideals, is being widely marketed and increasingly used as a benchmark of ‘quality’ in education. This study explores the ways in which educational ethos in China is advertised by companies providing supplementary English education for elementary school students (SEEE), and inve…
It’s a plus rather than a must’
The recent upsurge of supplementary education has brought something attention-grabbing to the mediascape in China – educational ethos, inclusive of pedagogies and teaching ideals, is being widely marketed and increasingly used as a benchmark of ‘quality’ in education. This study explores the ways in which educational ethos in China is advertised by companies providing supplementary English education for elementary school students (SEEE), and inve…
An exploratory study on teacher assessment literacy
In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students’ deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice universit…
An exploratory study on assessing reflective writing from teachers’ perspectives
With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This study explores teachers’ perspectives on the assessment of written reflections by interviewing six unive…
A four-dimensional conceptual framework for student assessment literacy in holistic competency development
As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the exte…
Towards an inclusive student partnership
While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the ‘students as partners’ context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed ‘unfitting’ to the ‘ideal’ mentor standards in research and p…
Investigating student preparedness for holistic competency assessment
In recent years, there have been increasing efforts to formally assess holistic competencies. These efforts tend to be policy and expert driven, overlooking students’ subjectivities in being assessed. Questions remain about how prepared students are for holistic competency assessment. To address this research gap, we conducted 2150 surveys and 17 focus group interviews (N = 73) with Hong Kong university students, attempting to understand their le…
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education
Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers’ perspectives and the current study aims to address this gap. In t…
Assessing students’ holistic development in China
Youth mentoring strategies and impacts on holistic competencies of secondary school students in Hong Kong
There is a widespread belief that youth mentoring contributes to students’ holistic competency development, but research has not yet provided enough clarity on how exactly this contribution is made possible. To address this gap, in the current study we explore different mentoring strategies and their impacts on mentees’ holistic competency development in an extracurricular mentoring programme for secondary school students in Hong Kong. Informed b…
Exploring the process of evaluative judgement
For students to sustain their learning beyond higher education, it is important for them to develop their evaluative judgement. Although the importance of evaluative judgement is well-established, the process through which students make such judgements remains contested. This study explores students’ evaluative judgement process by asking 20 engineering students to evaluate their own intercultural competence and that of other engineers in task-ba…
Conceptualising evaluative judgement in the context of holistic competency development
Learning to make informed evaluative judgement of holistic competencies prepares students for well-rounded development on a lifelong and self-directed basis. However, a review of the literature reveals that empirical studies framed under evaluative judgement have not yet explicitly acknowledged the judgement of these competencies. If we are to further promote evaluative judgement as a systematic line of research worthy of independent attention, t…
The development and validation of an instrument to measure evaluative judgement
Intensive research attention has focused on developing students’ evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this background, this study develops and validates a self-report instrument to measure engineering students’…
Influence of dialect diversity on level of urban innovation—Empirical evidence based on 276 cities in China
A critical review of GenAI policies in higher education assessment
This study offers a critical examination of university policies developed to address recent challenges presented by generative AI (GenAI) to higher education assessment. Drawing on Bacchi’s ‘What’s the problem represented to be’ (WPR) framework, we analysed the GenAI policies of 20 world-leading universities to explore what are considered problems in this AI-mediated assessment landscape and how these problems are represented in policies. Althoug…
What do we mean by digital equality in education? Toward five conceptual lenses based on a systematic review
How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences
Many observed that the rise of GenAI is causing an 'erosion of trust' between students and teachers in higher education.Such distrust mainly stems from concerns about student cheating, which is believed to be massively facilitated by recent technological breakthroughs in GenAI.Despite anecdotal discussions, little empirical research has explored students' experiences with trust in the GenAI age.This study engaged university students in concept ma…
Assessment as a dilemmatic space in the GenAI age
This study uses the concept of dilemmatic space to unpack the complexities of teachers’ work when it comes to assessing students in the GenAI age. A key idea of dilemmatic space is that dilemmas are not ‘out there’ but constructions based on individuals’ priorities, knowledge and values. Therefore, studying what teachers perceive as ‘dilemmatic’ or ‘in conflict’ is important for understanding how they position themselves as teachers and what they…
Wuling San regulates AVPR2-cAMP-PKA-CREB pathway to delay cellular senescence and ameliorate acute kidney injury
Exploring value judgements in grading
Grading is a critical aspect of higher education, connected closely with student learning, credentialing, and institutional accountability. Recently, the widespread use of generative AI (GenAI) has complicated teachers’ grading practices by challenging traditional notions of what constitutes a student’s own work. As teachers weigh the contributions made by GenAI with the unique insights students bring to their work, they are also making value jud…
Tracing student engagement in dialogues with GenAI in assessment
There are many unsupported claims in the media about how students use generative AI (GenAI) to support their assessment tasks, often labelling such use as inherently unethical. In response, this paper presents a semester-long investigation into 11 university students’ engagement in dialogues with GenAI for their graded assignments, using authentic chat records as the primary data. The study identified four student engagement patterns with GenAI –…
Pedagogy (16 works) · Psychology (14 works) · Student Assessment and Feedback (10 works) · Mathematics education (9 works) · Political science (9 works) · Sociology (8 works) · Computer Science (7 works) · Higher education (7 works) · Medicine (6 works) · Social Psychology (6 works)