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Dr. Jessica Kar Yan To

Dr. Jessica Kar Yan TO

Dr. Jessica Kar Yan TO

BA, PGDE, MEd, EdD
Lecturer

At TALIC, Jessica teaches Professional Certificate in Teaching and Learning in Higher Education to HKU’s new academic staff and Certificate in Teaching and Leaning in Higher Education to full-time research postgraduates. In addition to teaching duties, she organises seminars and workshops on Collaborative Online International Learning (COIL) and Generative Artificial Intelligence in teaching, learning and assessment. She also provides consultations for pedagogical designs and Teaching Development Grant (TDG).

Prior to joining TALIC, she was an Education Research Scientist at National Institute of Education, Nanyang Technological University where she conducted educational research and professional development programmes to enhance the assessment literacy of department heads and in-service teachers in Singapore. She was also a feedback consultant of a few secondary schools.

Research Interests
  • Assessment feedback
  • Peer and self-assessment
  • Dialogic use of exemplars
  • Learner-centred pedagogy
  • Student-teacher partnerships in teaching, learning and assessment
  • Application of generative artificial intelligence in education
Journal Papers
  • To, J. (2025). Feedback partnerships: Strengthening students’ proactive recipience through co-creating dialogic feedback. Higher Education Research & Development. [link]
  • Liang, W., To, J. & Lo, Y.Y. (2024). A journey towards teacher empowerment in differentiated instruction: Implications for a sustainable teacher professional development model. Asia Pacific Education Review. [link]
  • To, J., Serbati, A., & Lipnevich, A. (2024). Editorial: Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback. Studies in Educational Evaluation, 81, 101356. [link]
  • To, J., Tan, K. H. K., & Lim, M. (2023). From error-focused to learner-centred feedback practices: Unpacking the development of teacher feedback literacy. Teaching and Teacher Education, 131, 104185. [link]
  • Carless, D., To, J., Kwan, C. & Kwok, J. (2023). Disciplinary perspectives on feedback processes: Towards signature feedback practices. Teaching in Higher Education, 28(6), 1158-1172. [link]
  • Alqassab, M., Strijbos, J. W., Panadero, E., Warrens, M., Fernández, J. R., & To, J. (2023). A systematic review of peer assessment design elements. Educational Psychology Review, 35(1), 18. [link]
  • To, J., Panadero, E., & Carless, D. (2022). A systematic review of the educational uses and effects of exemplars. Assessment and Evaluation in Higher Education, 47(8), 1167-1182. [link]
  • Zhu, Q., & To, J. (2022). Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning. Assessment and Evaluation in Higher Education, 47(8), 1200-1212. [link]
  • To, J. (2022). Using learner-centred feedback design to promote student engagement with feedback. Higher Education Research and Development, 41(4), 1309-1324. [link]
  • To, J., & Panadero, E. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment and Evaluation in Higher Education, 44(6), 920-932. [link]
  • To, J., & Liu, Y. (2018). Using peer and teacher-student exemplar dialogues to unpack assessment standards: Challenges and possibilities. Assessment and Evaluation in Higher Education, 43(3), 449-460. [link]
  • To, J. (2016). ‘This is not what I need’: Conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-compulsory Education, 21(4), 447-467. [link]
  • To, J., & Carless, D. (2016). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764. [link]
Book Chapters
  • To, J. (2024). Developing early career researcher feedback literacy: Reflective learning as catalyst. In S. W. Chong & A. L. Gao (Eds.), Developing Feedback Literacy for Academic Journal Peer Review: Narratives from Researchers in Education and Applied Linguistics (pp. 115-131). London: Routledge.
  • Lipnevich, A. A., To, J., & Tan, K. H. K. (2023). The many dimensions of student engagement with instructional feedback. In A. A. Lipnevich, J. To., & K. H. K. Tan (Eds.), Unpacking Students’ Engagement with Feedback: Pedagogy and Partnership in Practice (pp.1-5). London: Routledge.
  • To, J., Gutterman, J., & Lipnevich, A. A. (2023). Students’ emotions in feedback engagement. In A. A. Lipnevich, J. To., & K. H. K. Tan (Eds.), Unpacking Students’ Engagement with Feedback: Pedagogy and Partnership in Practice (pp.26-40). London: Routledge.
  • To, J., Tan, K. H. K., & Lim, M. (2023). Student-centered feedback pedagogy and implications for feedback partnerships. In A. A. Lipnevich, J. To., & K. H. K. Tan (Eds.), Unpacking Students’ Engagement with Feedback: Pedagogy and Partnership in Practice (pp. 125-143). London: Routledge.
  • To, J., Lipnevich, A. A., & Tan, K. H. K. (2023). Students’ engagement with feedback: Current understanding and future directions. In A. A. Lipnevich, J. To., & K. H. K. Tan (Eds.), Unpacking Students’ Engagement with Feedback: Pedagogy and Partnership in Practice (pp.144-155). London: Routledge.
  • Smyth, P., To, J., & Carless, D. (2020). The interface between exemplars and rubrics. In P. Grainger, & K. Weir (Eds.), Facilitating Student Learning and Engagement in Higher Education through Assessment Rubrics (pp. 57-68). Cambridge: Cambridge Scholars Publishing.
  • Carless, D., Chan, K. K. H., To, J., Lo, M., & Barrett, E. (2018). Developing students’ capacities for evaluative judgement through analysing exemplars. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work (pp. 108-116). London: Routledge.
PI, Engaging Students as Feedback Partners in Singapore Schools: An Exploratory Study, Education Research Funding Programme (National Institute of Education, Nanyang Technological University) 2023-2025
Co-I, Student Feedback Receptivity in Social Contexts and Data-rich Environments, NIE Planning Grant (National Institute of Education, Nanyang Technological University) 2023-2024
PI, Fostering Feedback Partnerships in Singapore Schools, NIE Planning Grant (National Institute of Education, Nanyang Technological University) 2021-2022
Co-I, Developing a Pedagogy of Feedback, NIE Planning Grant (National Institute of Education, Nanyang Technological University) 2021-2022
Co-I, Theorising Feedback Processes in Higher Education, General Research Fund (The University of Hong Kong) 2017-2019
Co-I, Using Innovative Feedback Approaches to Enhance Student Learning, Teaching Development Grant (The University of Hong Kong) 2017-2019
PI, Exploring First-year Undergraduates’ Experiences of Self-assessment, Faculty Research Fund (The University of Hong Kong) 2016-2017
Editorial Works
  • Associate Editor, Asia Pacific Journal of Education (2024-2026)
  • Managing Editor, Asia Pacific Journal of Education (2022-2023)
  • Guest Editor of Special Issue “Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback”, Studies in Educational Evaluation (2022-2023)
Journal Paper Reviewer
  • Assessment and Evaluation in Higher Education
  • Higher Education Research and Development
  • Studies in Educational Evaluation
  • Assessment in Education: Principles, Policy and Practice
  • Innovation in Language Teaching and Learning
  • Frontiers in Education
  • The Language Learning Journal
  • Journal of Further and Higher Education
  • Research in Post-compulsory Education
Thesis Examiner
  • PhD and MEd, The University of Auckland
  • EdD, The University of Waikato
  • EdD, National Institute of Education, Nanyang Technological University
Online, 2023 Best Presentation Award, International Conference on Higher Education Teaching, Learning, Pedagogy and Assessment, Portugal
2017 Faculty Outstanding Teaching Award (Team), Faculty of Education, The University of Hong Kong
2016 EdD Graduate Publication Award, Faculty of Education, The University of Hong Kong