CV

Dr. Ya Ping (Amy) Hsiao

Tilburg University
Teacher Development, Academic Services
PO Box 90153
5000 LE Tilburg
The Netherlands
y.p.hsiao@tilburguniversity.edu
Office: +31-13-4668025

Work

Employment History

Senior Assessment Specialist & Teacher Trainer 2014-now

• Consultant Assessment Policy, Course & Program Assessment design
• Trainer Basic & Senior University Teaching Qualification (UTQ & SUTQ) and Teacher Academy
• Teacher Development, Academic Services, Tilburg University, The Netherlands

Lid beoordelingscommissie NRO Comenius Teaching Fellows 2020

Lecturer of Chinese

• Netherlands-Asia Honours Summer School (NAHSS), Utrecht University 2013-now
• Language Centre, Academic Services, Tilburg University, The Netherlands 2008-2018
• O.R.S. Lek en Linge (Guest teacher) 2014
• James Boswell Institute, Utrecht University 2007-2009

Junior consultant 2007-2008

• CINOP, ’s-Hertogenbosch

Internship 2007

• Cito in Arnhem
• Internship title: The State-Examination Dutch as a Second Language
• Supervisors: prof. dr. P. F. Sanders and dr. T. M. Bechger

Key projects and results

Contributions to NRO Review Studies Proposals 2022-now

Contributions to NRO Comenius Proposals 2018-now

Consultancy for TiU EDUiLAB Innovation projects

• Innovating on Online Courses on Privacy and Data Protection (InnOCoPP)
  • Prof. Dr. Eleni Kosta 2022
• Paraphrasing and Quoting in a Virtuous Academic Conduct Education framework (ParQ-VACE)
  • Dr. M. Paula Roncaglia-Denissen 2022
• A blended learning approach to education to stimulate in-depth learning of Bachelor Psychology students: Sustaining and strengthening teaching innovations for post-Covid education
  • Dr. Sabita Soedamah-Muthu 2021
• “After following this course the student is motivated to: … ?” Exploring the use of qualitative research methods for assessing students’ developments in character building.
  • Dr. Suzanne van der Beek 2021

Research projects

• Internship assessment, in collaboration with TU/E, Open Universiteit, and National Cheng-chi University in Taiwan 2019-2020
• Thesis assessment, in collaboration with TU/E, UvA, Twente and National Cheng-chi University in Taiwan 2018-2019
• Thesis circles, in collaboration with OU and KU Leuven 2018-now

Quality assurance of thesis assessment projects 2018-now

• Proposed suggestions on thesis assessment forms and procedures
• Established procedures of calibration for thesis examiners
• Established procedures of Thesis Committees for two faculties (TSB & TSHD)
• Carry out validity and reliability analyses of completed assessment forms
• Deliver annual reports of evaluation findings to the Examination Boards

Quality assurance of course assessment projects 2015-now

• Established procedures of Assessment committees for four faculties (TSHD, TST, TSB, TiSEM)
• Trained test committee members to evaluate course assessment quality
• Deliver annual reports of evaluation findings to the Examination Boards

Professionalization of teacher assessment expertise 2015-now

• Developed workshops on various assessment topics: Rubrics for assessment, Assessment of writing assignments, Assessment of presentations, Assessment of group work, Assessment critical thinking and reflection, Course assessment design with grading policies
• Training of Basis & Senior Kwalificatie Onderwijs (BKO &SKO)

Education

Degrees

PhD, Educational Science and Technology 2009-2014

• Research Centre for Learning, Teaching and Technology (Welten Institute)
• PhD Dissertation: Hsiao, Y. P. (Amy) (2016). Peer Support to Facilitate Knowledge Sharing on Complex Tasks. Open University of The Netherlands, The Netherlands.

Master of Science, Educational Science and Technology 2007

• University of Twente, The Netherlands
• Track: Educational Management, Evaluation and Assessment
• Thesis: Hsiao, Y. P. (Amy) (2007). Generalizability analyses of the speaking scores in the State-examination Dutch as a second language (STEX) (Unpublished master’s thesis). University of Twente, Enschede, The Netherlands.
• Internship report: Bechger, T., Maris, G., & Hsiao, Y. P. (2007). Assessing the size of halo-effects in performance-based tests and a practical solution to avoid halo-effects. Measurement and Research Department Reports. Cito, Arnhem.

Master of Science, Theoretical and Applied Linguistics 2004

• University of Edinburgh, UK
• Thesis: Hsiao, Y. P. (Amy) (2004). Genre Analysis of University Application Letters by Native and Non-Native English Speakers (Unpublished master’s thesis). University of Edinburg, Edinburg, UK.

Master of Education, Education Entrepreneurship and Management 2002

• National University of Tainan, Taiwan
• Track: Educational Measurement and Assessment
• Thesis: Hsiao, Y. P. (Amy) (2002). A Study of Scoring Criteria and Rubrics on Sixth Graders’ Performance Assessment of Spoken English and Self-assessment (Unpublished master’s thesis). National University of Tainan, Taiwan.

Bachelor of Arts, Chinese Language and Literature Education 1998

• National University of Tainan, Taiwan

Qualifications, Trainings, and Grants

Qualifications

• Practitioner status
  • Accredited by The Association for Educational Assessment (AEA) – Europe 2018
• Associate status
  • Accredited by The Association for Educational Assessment (AEA) – Europe 2016
• University Teaching Qualification (UTQ) / Basiskwalificatie onderwijs (BKO)
  • Open University of The Netherlands 2014
• Post-university ICO Certificate
  • Interuniversity Center for Educational Research (ICO) 2014
• Teaching Qualification in Primary Education
  • Diploma accredited by Ministry of Education, Culture and Science, The Netherlands 2006
• Teaching Qualification in Primary Education
  • Issued by Ministry of Education, Taiwan 1999

Trainings

• Summer School - Making Sense of Social Media: Empirical Research and Future Directions
  • University of Tübingen, Germany
  • [Project summary accepted and financed for participation] 2011
• STELLAR Alpine Rendez-vous Doctorial Consortium
  • Garmisch-Partenkirchen, Germany
  • [Project summary accepted and financed for participation] 2009

Grants

• DELTA scholarship
• Nuffic, The Netherlands 2006

Academic

Publications

Peer-reviewed book chapter (as first author)

• Hsiao, Y. P. (Amy) & Rajagopal, K. (submitted). Support student integration of multiple peer feedback on research writing in thesis circles. Proposal accepted for book chapter in the Springer book series of Social Interaction in Learning and Development (https://www.springer.com/series/16091)

Peer-reviewed journal articles (as first author)

• Hsiao, Y. P. (Amy), Brouns, F., & Sloep, P. B. (2016). Effects of using a peer support system to optimize knowledge sharing in Learning Networks: A cognitive load perspective. International Journal of Continuing Engineering Education and Life-Long Learning, 26(4), 372-385. DOI: http://dx.doi.org/10.1504/IJCEELL.2016.10001924.
• Hsiao, Y. P. (Amy), Brouns, F., Van Bruggen, J., & Sloep, P. B. (2015). Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks. Educational Studies, 41(5), 499-512. DOI:10.1080/03055698.2015.1062079.
• Hsiao, Y. P., & Broeder, P. (2014). Let’s tweet in Chinese! Effects of micro blogging on motivation and learning performance of learners of Chinese. Language Learning in Higher Education 4(2), 469-488. DOI: 10.1515/cercles-2014-0024.
• Hsiao, Y. P., & Rajagopal, K. (2014). Students’ perceptions of self-selected peer learning in a collaborative Chinese speaking assessment. Innovative Practice in Higher Education, 2 (1). URL: http://journals.staffs.ac.uk/index.php/ipihe/article/view/59.
• Hsiao, Ya Ping (Amy), & Broeder, Peter (2013). Applying writing scales of the Common European Framework in Chinese Proficiency Test (HSK)? Realities, problems and suggestions for Chinese language teachers and learners. Language Learning in Higher Education 2 (1), 59-74. DOI: 10.1515/cercles-2012-0004.
• Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2013). Cognitive load and knowledge sharing in Learning Networks. Interactive Learning Environments. DOI: 10.1080/10494820.2010.548068.

Peer-reviewed journal articles (as co-author)

• Bax, S., Heck, P. & Hsiao, Ya Ping (Amy) (2022). Exploring Blended Learning. Chapter for the book: “Online Academic Education: what to keep and what to drop?” in Tilburg Series of Academic Education.
• Kamakshi Rajagopal, Emmy Vrieling-Teunter, Ya Ping (Amy) Hsiao, Inge Van Seggelen-Damen & Steven Verjans (2021). Guiding thesis circles in higher education: towards a typology, Professional Development in Education, DOI: 10.1080/19415257.2021.1973072
• Bechger, T., Maris, G., & Hsiao, Y. P. (2010). Detecting Halo Effects in Performance-Based Examinations. Applied Psychological Measurement, 34 (8), 607-619. DOI:10.1177/0146621610367897
• Hsieh, L. H., & Hsiao, Y. P. (2006). Understanding Non-English Majors’ Self-assessment of English Oral Ability. Kaohsiung Normal University Journal: Humanities and Arts, 20, p.91-111.
• Hsieh, L. H., & Hsiao, Y. P. (2004). The Background and Assessment Perception of Elementary School English Teachers in Kaohsiung County. Journal of National Tainan Teachers College, 38 (1), p.237-261.

Papers submitted to peer-reviewed journals

• Hsiao, Y. P. (Amy), Van de Watering, G., Heitbrink, M., Vlas, W.D.J., Chiu, M.S. (submitted). Thesis assessment practices at Dutch research universities: Case studies of the Bachelor’s Psychology program. Manuscript submitted for publication.
• Chiu, M.S., & Hsiao, Y. P. (Amy) (submitted). Efficient Indicators for Grading Group Essays from a Sociocultural Creativity-based Pedagogy: Learning Analytics of Assessment Data and Online Behaviors on Google Docs. Manuscript submitted for publication.
• Hsiao, Y. P., Brouns, F., Van Bruggen, J. M., Sloep, P. B. (submitted). Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks. Manuscript submitted for publication.

Papers in conference proceedings

• Hsiao, Y. P. (Amy), Chiu, M.S., Van de Watering, G. (2020). Making the most of student reflections for internship supervision and assessment. Paper presented at online EARLI SIG6-7. August 24th, 2020.
• Hsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. B. (2012). Effects of peer-tutor competences on learner cognitive load and learning performance during knowledge sharing. In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaias (Eds.), Proceedings of IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA) 2012 (pp. 265-268). October 19-21, 2012, Madrid, Spain.
• Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2012). Designing optimal peer support to alleviate learner cognitive load in Learning Networks. In P. Kommers, & N. Bessis (Eds.), Proceedings of IADIS International Conference Web-Based Communities and Social Media 2012 (pp. 73-80). July 19-21, 2012, Lisbon, Portugal.
• Krauskopf, K., Bertram, J., Hsiao, Y. P., Huber, S., Panciera, K., Strafling, N., Wichmann, A., & van Aalst, J. (2012). Memetic Processes as Conceptual Framework for Idea Improvement in Knowledge Building. Proceedings of International Conference of the Learning Sciences – ICLS 2012. July 2-6, 2012, Sydney, Australia.
• Brouns, F., & Hsiao, A. (2012). Social learning in Learning Networks through peer support: research findings and pitfalls. In V. Hodgson, C. Jones, M. de Laat, D. McConnell, T. Ryberg, & P. Sloep (Eds.), Proceedings of the Eighth International Conference on Networked Learning 2012 (pp. 18-25). April 2-4, 2012, Maastricht, The Netherlands.
• Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing Knowledge Sharing In Learning Networks through Peer Tutoring. In Kinshuk, D. Sampson, J. Spector, P. Isaías, P. Barbosa & D. Ifenthaler (Eds.), Proceedings of IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2009) (pp. 550-551). November 20-22, 2009, Rome, Italy.
• Hsiao, Y. P. (2005). The Analysis of Speech Acts in Love Letters. Proceedings of The 5th Annual Wenshan International Conference: English Studies in Asian Countries (pp. 175-187), March 19, 2005, Taipei, Taiwan.

Non-peer-reviewed articles

• Hsiao, Y. P. (2009). Chinese karakters leren: Mission impossible? Levende Talen Magazine, 8, 18-21.
• Hsiao, Y. P. (2009, September 18th, 2009). Interactief Chinees leren [Interactive Chinese learning]. Retrieved November 15th, 2009, from http://www.surfspace.nl/nl/Praktijkvoorbeelden/Pages/INTERACTIEFCHINEESLEREN.aspx
• Hsiao, Y. P. (2003). 故事構圖的教學與評量設計[The Teaching and Assessment of the Story Map]. Journal of Educational Resources and Research, 51, p.97-105
• Hsieh, L. H., & Hsiao, Y. P. (2002). 國小實施英語口語實作評量之初探[Introduction to Performance Assessment of Spoken English to Elementary School Students]. Journal of Education Research, 101, p.82-89
• Hsiao, Y. P., & Hsieh, L. H. (2002). 如何利用自我評量捷進英語口說能力[Make Use of Self-assessment to Improve Spoken English]. The Educator Monthly, 421, p.37-40

Other academic activities

Conference presentations & Guest lectures

• Hsiao, Y. P. (Amy), Rajagopal, K., Vrieling, Emmy E.M., Damen, Inge I.C.M., & Verjans S. (2022). Designing formative assessment and feedback in thesis circles: A typology approach. Presentation (Collaborative Space) at 10th Biennial Conference of EARLI SIG 1&4 Joint Conference: Assessment & Evaluation and Higher Education. June 29th, 2022, Cadiz, Spain.
• Hsiao, Y. P. (Amy) (2022). Using a typology to design flexible assessment for Blended Learning. Poster Presentation at Educational Pioneers and Innovators Conference (EPIC). May 30th, 202, Rotterdam, The Netherlands.
• Hsiao, Y. P. (Amy), Rajagopal, K., Vrieling, Emmy E.M., Damen, Inge I.C.M., & Verjans S. (2021). Toolkit for thesis circles. September 6th, 2021, Pre-conference workshop at online Association of Learning Technology (ALT) Annual Conference. https://altc.alt.ac.uk/2021/guidance-for-presenters
• Hsiao, Y. P. (Amy) (2019). Course assessment design with grading policies. Guest lecture at Centre for Educational Measurement (CEMO) of University of Oslo. August 28th, 2020, Oslo.
• https://www.uv.uio.no/cemo/english/about/news-events-and-publications/events/2019/2019-08-28-guest%20lecture%20Hsiao.html
• Chiu, Mei-Shiu, & Hsiao, Y. P. (Amy) (2019). Using Learning Analytics to identify efficient indicators for grading group essays. Presentation at EARLI conference. August 13th, 2019, Aachen, RWTH. https://earli.org/sites/default/files/2019-06/Preliminary-Programme-JUN19.pdf.
• Verjans S., Rajagopal, K., Hsiao, Y. P. (Amy), Vrieling, Emmy E.M., & Damen, Inge I.C.M. (2019). Afstudeerkringen in het Hoger Onderwijs: Naar een Typologie en Ontwerprichtlijnen. Presentation at Onderwijsresearchdagen (ORD). June 27th, 2019, Heerlen, Open University of the Netherlands. https://ord2019.nl/programma/parallelsessies/
• Verjans S., Rajagopal, K., Hsiao, Y. P. (Amy), Vrieling, Emmy E.M., & Damen, Inge I.C.M. (2019). Verkenning van afstudeerkringen. Presentation at Onderwijscolloquim Open universiteit. January 24th, 2019, Heerlen, Nederland.
• Rajagopal, K., Hsiao, Y. P. (Amy), & Verjans S. (2018). Thesis circles: Feedback in Personal Learning Networks. Presentation at Association for Learning Technology (ALT) Annual conference. September 13th, 2018, Manchester, United Kingdom.
• Hsiao, Y. P., & Verhagen, M. (2018). Examining the quality and use of the grading form to assess undergraduate theses. Presentation at 9th Biennial Conference of EARLI SIG 1: Assessment and Evaluation. August 30st, 2018, Helsinki, Finland.
• Hsiao, Y. P. (2018). Program assessment plan of Human Resource Studies at Tilburg University. Presentation at Symposium Leren van Toetsen. June 1st, 2018, Utrecht, The Netherlands.
• Hsiao, Y. P. (2017). How can we help international students to adapt to our Dutch assessment culture? Presentation at Assessment in Higher Education Conference. June 28th, 2017, Manchester, United Kingdom.
• Hsiao, Y. P. (2016). Liven up Chinese teaching with flipped Dictogloss and scripted reconstruction. Presentation at Van Schools tot Scriptie (III). December 2nd, 2016, Leiden, The Netherlands.
• Hsiao, Y. P. (2016). Samen Chinees leren met peer-learning: Gebruik peer-leeractiviteiten om leerlingen meer te betrekken bij het leerproces. Presentation at Landelijke Studiedag Levende Talen. November 4th, 2016, Utrecht, The Netherlands.
• Hsiao, Y. P. (2016). Improving Chinese speaking skills through formative peer assessment: within and beyond classroom practices. Presentation at the 14th BCLTS International Conference on Teaching and Learning Chinese in Higher Education “Inheritance and Innovation”. July 13-15, 2016, Newcastle upon Tyne, UK.
• Hsiao, Y. P., & Broeder, P. (2014). Let’s tweet in Chinese! Microblogging to enhance motivation and language proficiency among learners of Chinese. Presentation at the 17th World Congress of the International Association of Applied Linguistics (AILA). August 10 – 15, 2014, Brisbane, Australia.
• Hsiao, Y. P. (2014). Learning Chinese characters through peer story telling. Presentation at Van Schools tot Scriptie (II). July 4th, 2014, Leiden, The Netherlands.
• Maes, K. & Hsiao, Y. P. (2014). Flip teaching and aiming higher: How to design activities to promote deeper learning of foreign languages. Presentation at Studiedag Vreemde Talen van de Nederlandstalige Universitaire Talencentra (NUT), June 6th, 2014, Tilburg, The Netherlands.
• Hsiao, Y. P. (2014). Comparison of learning Chinese characters through storytelling versus traditional writing methods on Chinese beginners' recall, retention and cognitive load. Presentation at The 6th Junior Researcher Meeting in Applied Linguistics: European Conference on Language learning and Teaching. May 12-14, 2014, Jyväskylä, Finland.
• Hsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. (2013). Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills. Presentation at ICO Fall School. November 7-8, 2013, Maastricht, The Netherlands.
• Hsiao, Y. P. (2013). Twittertaal: Hoe beginners samen Chinees kunnen oefenen via Twitter. Presentation at Landelijke Studiedag Levende Talen. November 1st, 2013, Utrecht, The Netherlands.
• Hsiao, Y. P., Brouns, F. Brouns, & Sloep, P. B. (2013). Effects of enhancing tutors with two competences on tutees’ cognitive load and task performance. Presentation at 15th Biennial Conference of European Association for Research on Learning and Instruction (EARLI). August 26-31, 2013, Munich, Germany.
  http://dspace.ou.nl/handle/1820/5038.
• Leppink, J., & Hsiao, Y. P. (2013). Cognitive load in learning Chinese language. Presentation at Cognitive Load Theory Conference, June 26-28, Toulouse, France.
• Hsiao, Y. P. & Broeder, P. (2011). Modifying CEF writing descriptors and scales in learning Chinese as a second language. Presentation at CercleS Seminar: Ten years of the CEFR and the ELP. November 25-26, 2011, Groningen, The Netherlands.
• Peraino, S., Hsiao, Y. P., van Cassel, E., & Vitullo, M. (2011) Lost in supervision? Intercultural feedback: Chinese, English, Dutch. Presentation at Expertmeeting of Netwerk Academische Communicatieve Vaardigheden, January 21, 2011, Tilburg, The Netherlands.
• Hsiao, Y. P., Brouns, F., & Sloep, P. B. (2010). Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective. Presentation at ICO-Toogdag. November 4th, 2010, Amstelveen, The Netherlands: VU Amsterdam.
• Hsiao, Y. P. (2005). Analysis of Translation Shifts and Equivalence in Jane Austen’s Pride and Prejudice. Presentation at The 2005 International and Intercultural Communication Association (IAICS) conference. July 6-8, 2005, Taipei, Taiwan.

Reviewer

• Frontiers in Psychology 2021-now
• Interactive Learning Environments 2009-2014
• Journal of Computer Assisted Learning 2009-2014
• International Journal of Technology Enhanced Learning (IJTFL) 2012
• Chinese reading and listening tests for Dutch secondary education (SLO) 2013
• The book synopsis “Basis Mandarijn-Chinese Grammatica” (Coutinho) 2013
  http://www.coutinho.nl/winkel/basisgrammatica-mandarijn-chinees-b-696.html

Supervisor of Master’s dissertation

• Zhou, Ya Wen (2010). Learning and teaching Chinese online – based on a survey of Chinese education in the Netherlands. Communication and Information Sciences, Human Aspects of Information Technology, Tilburg University, the Netherlands. 2010

Academic Memberships

• Association for Educational Assessment – Europe (AEA-Europe) 2016-now
• Nederlandse Vereniging voor Examens (NVE) 2017-2021
• Netwerk Toetskwaliteit in het Hoger Onderwijs 2014-now
• Living Languages Section Chinese [[Levende Talen Sectie Chinees]] 2013- 2015
• Interuniversity Center for Educational Research (ICO) 2009-2014
• Netherlands Educational Research Association [[Vereniging voor Onderwijs Research (VOR)]] 2009-2013
• European Association for Research on Learning and Instruction (EARLI) 2013