Prof. MOK Mo Ching, Magdalena
Name: Prof. MOK Mo Ching, Magdalena
Room: B1 - 2/F - 15
Tel: (852)2948 7704
Magdalena Mo Ching Mok is Chair Professor of Assessment and Evaluation. She is also Co-Director of Assessment Research Centre at The Hong Kong Institute of Education. She completed her undergraduate study at The Chinese University of Hong Kong. She has MSc degree from the University of Glasgow and PhD degree from The University of Hong Kong. She is Editor of Educational Psychology: An International Journal of Experimental Educational Psychology. She has won research grants from the Hong Kong Research Grants Council. She works in the area of assessment and self-directed learning with a special interest in Self-directed Learning Oriented Assessment. She has published extensively in these areas and undertaken consultancy research projects tendered by governments in Australia and Hong Kong.
Highest degree obtained
Ph.D., Education, School of Education, University of Hong Kong
Membership of professional societies
Member, Pacific Rim Objective Measurement Society
Distinguished Teacher Award 2003-4, The Hong Kong Institute of Education.
Highly Commended Award, Literati Network Awards for Excellence 2008, to the article: Cheng, Y. C., & Mok, M. M. C. (2007). School-based Management and Paradigm Shift in Education: An Empirical Study. International Journal of Educational Management, 21(6&7), 517-542.
Quantitative Research Methods in Educational Psychology
Assessment and Evaluation
Recent research grants
Building a New Methodology of Assessment of Differential Item Functioning. Funded by Research Grants Council General Research Fund Grant No. 844110 (2010-2012) (PI: Wang W. C.; CoI: Mok, M. M. C.)
Teachers’ Beliefs Inventory and correlates of teachers’ beliefs (2005-2008), funded by HKIEd Internal Research Grant. (PI: CY Chien; Co-PI: MMC Mok)
Investigating the psychometric property of the Woodcock Mastery Reading Tests-Revised (WMRT-R) and its appropriateness for use with Primary School Students in Hong Kong (2006-2007), funded by HKIEd Internal Research Grant. (PI: ACK Cheung; Co-PI: I Siu, TG Bond, MMC Mok)
Optimising the potential of Hong Kong students: harnessing the interaction between psychological variables and student achievement (2009-2012), funded by Research Grants Council General Research Fund Grant No. 842509. (PI: McInerney D M; Co-Is: MMC Mok, PY Lai, RWY Cheng)
Project in Assessment (2005-2008), funded by Education and Manpower Bureau HKSAR (PI: MMC Mok)
Consultancy in past three years
Revised Assessment Package for Affective and Social Outcomes (2008-2010), funded by Education Bureau, HKSAR. (PI: MMC Mok; Co-I: TG Bond, WO Lee, AYP Lee, CM Leung, & TW Yu).
School-Based Management for Hong Kong Catholic Schools (2007-2008), funded by Hong Kong Catholic Education Board. (PI: MMC Mok; Co-I: NK Chan, SY Chiu, CK Lau).
Expert Member, Questionnaire Development, (2009-2010), PISA.
Member, Catholic Education Development Committee (CEDC) (2007-2010)
Council Member, HK Examinations and Assessment Authority (2001-2007)
Selected recent publications
i) Refereed Journal Articles
Mok, M. M. C., & Lam, H. M. Y. (2011). Assessment of language development of preschoolers: Validating Morrow’s Checklist for assessing early literacy development. Early Child Development and Care, 181(2), 203 – 220.
Mok, M. M. C., Kennedy, K. J., & Moore, P. J. (2011). Academic attribution of secondary students: gender, year level and achievement level. Educational Psychology, 31(1), 87-104
Gupta, N., Chin, M. K., Yang, J., Balasekaran, G., Chia, M., Girandola, R. N., Edginton, C. R., & Mok, M. M. C. (2010). Obesity prevention in Singapore: Collaborative efforts among government, health professionals and the community. The Asian Journal of Exercise & Sports Science, 7(1), 61-70.
Mok, M. M. C. (2010). Alternative explanations for the Confucian Asian high performance and high self doubt paradox: Commentary on “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” by Lazar Stankov. Learning and Individual Differences, 20(6), 564-566.
Mok, M. M. C. (2010). Basic Competency Assessment in Hong Kong. Curriculum & Instruction 《課程與教學季刊》, 13(1), 67-94.
Anderson, M., Simpson, G. K., Morey, P. J., Mok, M. M. C., Gosling, T. J., & Gillett, L. E. (2009). Differential pathways of psychological distress in spouses vs. parents of people with severe traumatic brain injury (TBI): Multi-group analysis. Brain Injury, 23(12), 931-943.
Chow, C. C., Mok, M. M. C., Li, X. Y., Chin, M. K., Edginton, C. R., Wong, W. W. S., & Tang, M. S. (2009). Generic Skills Promotion and the Influence of Participation of the Life-wide Learning Model: 2008 Camp Adventure™ Youth Services Program in Hong Kong. World Leisure Journal, 4, 239-253.
Mok, M. M. C., Kennedy, K. J., Moore, P. J., Shan, P. W., & Leung, S. O. (2008). The Use of Help-Seeking by Chinese Secondary School Students: Challenging the Myth of “the Chinese Learner”. Evaluation & Research in Education, 21(3), 188-213.
Cheng, Y. C., & Mok, M. M. C. (2008). What effective classroom: Towards a Paradigm shift. School Effectiveness and School Improvement, 19(4), 365-385.
Mok, M. M. C. (2007). Quality assurance and school monitoring in Hong Kong. Educational Research for Policy and Practice, 6(3), 187-204.
Cheng, Y. C., & Mok, M. M. C. (2007). School-based Management and Paradigm Shift in Education: An Empirical Study. International Journal of Educational Management, 21(6&7), 517-542.
Arthur-Kelly, M., Bochner, S., Center, Y., & Mok, M. M. C.(2007). Socio-communicative Perspectives on Research and Evidence-based Practice in the Education of Students with Profound and Multiple Disabilities. Journal of Developmental and Physical Disabilities, 19 (3), 161-176.
Mok, M. M. C. (2010). Self-directed Learning Oriented Assessment: Assessment that Informs Learning & Empowers The Learner. Pace Publications Ltd. (144 pages)
iii) Book Chapters
Kennedy, K. J., Mok, M. M. C., & Wong, M. Y. W. (2011, accepted). Developing Political Trust in Adolescents: Is there a Role for Schools? In B. R. Curtis (Ed.). The Psychology of Trust. Nova Science Publishers.
Mok, M. M. C. (2011, accepted). The Assessment For, Of and As Learning in Mathematics: the Application of SLOA. In B. Kaur (Ed.). The Association of Mathematics Educators, Yearbook 2011. Singapore: World Scientific Books.
Chin, M. K., Mok, M. M. C., & Yan, Z. (2007). The Effectiveness of Problem-based Learning (PBL) on Academic Self-Confidence and Generic Competence in Exercise Physiology For Pre-Service Teachers in Physical Education. In Heike Tiemann, Erika Schmidt-Gotz, Sigrun Schulz (Eds.). International and interdisciplinary - perspectives of modern sport sciences, pp. 335-362. Germany, Schorndorf: Hofmann Verlag.
Mok, M. M. C. (2007). Challenges for Catholic Schooling in Hong Kong. Chapter 40. In G. R. Grace, & SJ. J. O’Keefe (Eds.), International Handbook of Catholic Education, Challenges for School Systems in the 21st Century Series: International Handbooks of Religion and Education, Vol. 2, pp. 751-769. (ISBN: 978-1-4020-4804-3). Dordrecht, The Netherlands: Springer.
Mok, M. M. C., Cheng, Y.C., Leung, S. O., Shan, P. W. J., Moore, P. J., Kennedy, K. J. (2007). Self-directed learning in Hong Kong, Macau and Taiwan. In T. Townsend (Ed.). The International Handbook on School Effectiveness and Improvement Series: Springer International Handbooks of Education, Vol. 17, (Ch. 45, pp. 844 – 858). Dordrecht, The Netherlands: Springer.
Lung, C. L., & Mok, M. M. C. (2007). Assessing students’ learning needs using the “Know-Want-Learn” Method. In P.W. Leung & S. Y. Cheung (Eds.), Learning Oriented Assessment, pp. 100 – 101. Hong Kong: Hong Kong University Press.
iv) Electronic Resource
Mok, M. M. C. (2008). [electronic resource] Applications of Rasch Model (1 computer optical disc). Hong Kong: The Hong Kong Institute of Education.