Mark GAN is Associate Director at CDTL. Mark’s work includes leading academic development courses on teaching portfolio, assessment and feedback in higher education, education grant writing, and providing consultations and support on teaching and learning research studies. He co-leads the Teaching Assistants Programme to develop graduate teaching assistants’ knowledge and skills in planning and implementing collaborative learning. Mark obtained his PhD in Education at The University of Auckland and has worked at the university’s Faculty of Education as a Research Fellow and lecturer in the School of Learning, Development and Professional Practice. Mark’s research interests include assessment quality, using data to support learning and feedback studies.
Member, SOTL Asia
Selected Publications and Conference Presentations
Geertsema, J., Chng, H.H., Gan, M. J. S., & Soong, A. (2018). Teaching excellence and the rise of education-focused employment tracks. In C. Broughan, G. Steventon, G. & L. Clouder (Eds.) Global Perspectives on Teaching Excellence: A new era for higher education (pp. 130-142). Abingdon: Routledge.
LAM, S. H., Mok, C. H., & Gan, M. J. S. (2018). Enhancing undergraduates' confidence in research and communication through integrated course design. Asian Journal of the Scholarship of Teaching and Learning, 8(1), 48-81.
Hattie, J. A., Gan, M. J. S., & Brooks, C. (2017). Instruction based on feedback. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of Research on Learning and Instruction (2nd ed.). New York: Routledge.
Gan, M. J. S., & Shih, C. Y. (2017). A study on peer feedback training on nursing students’ formulation of task, process and self-regulation feedback during skills laboratory sessions. In R.G. Walker & S.B. Bedford (Eds.), Research and Development in Higher Education: Curriculum Transformation, 40 (pp. 334-343). Sydney, Australia, 27–30 June 2017.
Gan, M. J. S., & Geertsema, J. (2017). Sharing practices, but what is the story? Exploring award-winning teachers’ conceptions of teaching. Higher Education Research & Development, 37(2), 254-269. DOI: DOI: 10.1080/07294360.2017.1373331
Hattie, J. A., & Gan, M. J. S. (2016). Instruction based on feedback. In R.E. Mayer & P. Alexander (Eds). Handbook of Research on Learning and Instruction. (2nd ed). New York: Routledge.
Gan, M. J. S., & Hill, M. (2014). Using a dialogical approach to examine peer feedback during chemistry investigative task discussion. Research in Science Education, 5(44), 727-749. DOI: 10.1007/s11165-014-9403-4
Gan, M. J. S., & Hattie, J. A. (2014). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science, 6(42), 861-878.
McKinley, E., & Gan, M. J. S. (2014). Culturally responsive science education for indigenous and ethnic minority students. In S. K. Abell, & N. G. Lederman (Eds.), Volume 2 Handbook of Research in Science Education. London: Routledge.
Gan, M. J. S. (2014). Diagnostic feedback in informal educational settings. In J. M. Spector (Ed.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.
Gan, M. J. S., & McNaughton, S. (2013). Country report on the national assessment systems in Singapore and New Zealand. Report to the Welsh Government.
Buntting, C., Jones, A., McKinley, L., & Gan, M. J. S. (2013). STEM initiatives and issues in New Zealand. Report to the Australian Council of Learned Academies (ACOLA). Hamilton, NZ: University of Waikato.
Irving, S. E. & Gan, M. J. S. (2012). Data systems in secondary schools: The state of play. Computers in New Zealand School, 24(2), 108-136.
Gan, M. J. S. (2011). The Effects of Prompts and Explicit Coaching on Peer Feedback Quality. Unpublished thesis.
Hattie, J. A., & Gan, M. J. S. (2011). Instruction based on feedback. In Mayer, R & Alexander, P. (Eds). Handbook of Research on Learning and Instruction. New York: Routledge.
Hill, M. & Gan, M. J. S. (2008). The barriers/enablers of effective assessment professional development and practices in New Zealand secondary schools. Paper commissioned by the Ministry of Education for the National Assessment Review.
Gan, M. J. S. (2007). Enhancing students’ conceptual understanding of chemistry through SOLO taxonomy. In Kelvin Tan (Ed.), Alternative Assessment in Schools - A qualitative approach. Singapore: Pearson Publications.
Gan, M. J. S. (2007). Alternative Assessment - Development and application of a two-tier diagnostic test to probe chemistry students’ misconceptions in acid base reactions. North Zone Research Publication (Ministry of Education).
Tan, K. S., Goh, N. K., Chia, L. S., & Gan, M. J. S. (2001). Reflective learning as a preparatory skill for PBL. In P. Little & P. Kandlbinder (Eds), The Power of Problem Based Learning, New South Wales, Australia: PROBLARC, University of Newcastle.
Gan, M. J. S., & Geertsema, J. (2018). Graduate teaching assistants’ (GTAs) use of collaborative learning scripts in lesson planning and micro-teaching. Paper presented at the International Consortium for Educational Development (ICED) conference, Atlanta, USA.
Gan, M. J. S., & Liew, S. D. (2017). Understanding academics’ conceptions about teaching practice: The role of professional learning conversations. Paper presented at the 2nd European Conference for the Scholarship of Teaching and Learning, Lund, Sweden.
Gan, M. J. S., & Chan, Y. S. (2017). A study on peer feedback training on nursing students’ formulation of task, process and self-regulation feedback during skills laboratory sessions. Paper presented at HERDSA, Sydney, Australia.
Gan, M. J. S., & Geertsema, J. (2016). Sharing practices, but what is the story? Exploring award-winning teachers’ conceptions of teaching and learning. Paper presented at the International Society for the Scholarship of Teaching & Learning (ISSOTL) Conference, Los Angeles, USA.
Irving, E., Gan, M. J. S., Santamaria, A., & Thorogood, L. (2013). Data use in secondary schools: Results of a teacher survey. Paper presented at the ‘Social Psychology of the Classroom’ Conference, Auckland, NZ.
Gan, M. J. S., & Irving, S. E.(2013). Factors influencing junior secondary students’ mathematics achievement – Do attitude towards reading, cognitive processing at surface/deep levels and reading ability matter? Paper to be presented at 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference, Singapore.
Gan, M. J. S., Irving, S. E., & Webber, M. (2013). Exploring an alternative approach to ethnicity measure on the mathematics and science achievement of Maori and Pasifika secondary students. Paper presented at American Educational Research Association AERA conference, San Francisco, USA.
Gan, M. J. S. (2011). Peer feedback in chemistry: Supporting cognitive and meta-cognitive engagement during investigations. Paper presented at a symposium at EARLI, Exeter, UK.
Gan, M. J. S. (2010). The effects of explicit coaching on peer feedback quality in chemistry investigation. Oral presentation at the 3rd Educational Psychology Conference in Christchurch.
Gan, M. J. S. (2009). The effects of prompts on secondary students’ peer feedback during chemistry investigation. Poster presentation at the 2nd Educational Psychology Conference in Wellington.