Lan Yang
Social Sciences · The Ohio State University
Publications
201
Citations
1,376
Est. group size
—
Recurring co-author estimate
Active years
30
Publishing since 1997
Lan Yang's research focuses on student assessment and feedback practices in education, including how teachers design feedback, how students develop assessment literacy, and how formative and self/peer assessment relate to learning outcomes like reading and science achievement. Recent work also examines the role of AI-generated feedback in classrooms and online collaborative learning, as well as teacher training and career development topics. Note: the provided publication list includes several titles from unrelated fields (e.g., cell biology, chemistry, supply chain economics, neuroscience) that appear to be bibliographic mismatches rather than this researcher's actual work.
Publication output has fluctuated over the last decade without a clear steady trend, with a notable peak in 2025 following a dip in 2022.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- School Assessment Policy, Teacher Assessment Practice and Training, and Reading Achievement: A Multi-Level Analysis of PISA 2018 Data
Education Sciences · 2026
- How do teachers design and <i>do</i> feedback? Development and validation of the teacher feedback literacy scale
Assessment & Evaluation in Higher Education · 2026
- Light-based modulation of astrocytic calcium for regulation of organelle dynamics and morphogenesis
The Journal of Cell Biology · 2026
- Students’ Multimodal Meaning-Making of Epistemic Stances on GenAI in Science Classrooms
Research in Science Education · 2026
- Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review
Computers and Education Open · 2025
- Self-healing waterborne polyurethane originated from waste PET and their composites with polypyrrole for stretchable strain sensor
Chemical Engineering Journal · 2025
- The midstream amplifier: Risk spillovers in China's lithium supply chain from mining to batteries
Journal of commodity markets · 2025
- The relationship between formative assessment, science interest, and science achievement: a mediation model
Educational Psychology · 2025
- Understanding and Developing Student Assessment Literacy
Springer briefs in education · 2025
- Structure–function connectomics reveals aberrant left hemispheric developmental trajectory in autism spectrum disorder
Cerebral Cortex · 2025
- Optimizing GAI-assisted formative feedback: an experimental study on its effects on engagement, shared metacognition, and learning performance in online collaborative learning
Education and Information Technologies · 2025
- Hyperimonates A and B, a pair of unprecedented polyprenylated acylphloroglucinols from Hypericum monogynum: Structural elucidation, total synthesis, and lipid-lowering activity
Acta Pharmaceutica Sinica B · 2025
- Multi-pattern learning and multi-mapping graph convolutional networks for Alzheimer’s disease diagnosis
Biomedical Signal Processing and Control · 2025
- Technology-mediated self-assessment in higher education: A critical review
Contemporary Educational Technology · 2025
- Career Adaptability in Special Educational Needs Populations: A Systematic Review of the Empirical Evidence and Emerging Research Directions
Behavioral Sciences · 2025
- Springer briefs in education×5
- PubMed×4
- Research Square×4
- Assessment in Education Principles Policy and Practice×2
- eCite Digital Repository (University of Tasmania)×2
- Lisa Abrams
Social Sciences · The Ohio State University
- Elizabeth A. Canning
Psychology · Indiana University
- Hernán Castillo-Hermosilla
Psychology · Purdue University West Lafayette
- Angelina Joy
Social Sciences · Purdue University West Lafayette
- Hyun Ji Lee
Psychology · The Ohio State University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 19, 2026.
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