[1] Aryadoust, V., Tan, H.A.H., & Ng, L.Y. (2019). A Scientometric review of Rasch measurement: The rise and progress of a speciality. Frontiers in Psychology, 10, 2197.
[2] Bond, T., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences. (4th ed) London: Routledge.
[3] Linacre, J. M. (2011). Winsteps (Version 3.72.3) [Computer Software]. Chicago: Winsteps.com.
[4] Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741-749.
[5] Yan, Z. (2018). The self-assessment practice scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123-135. https://doi.org/10.1007/s40299-018-0371-8
[6] Yan, Z. (2020). Developing a short form of the selfassessment practices scale: Psychometric evidence. Frontiers in Education, 4, Article 153. https://doi. org/10.3389/feduc.2019.00153
[7] Yan, Z., & Brown, G. T. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080 /02602938.2016.1260091
[8] Yan, Z., Brown, G. T., Lee, J. C. K., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. https:// doi.org/10.1080/01443410.2019.1672038
[9] Yan, Z., Lau, D. C. H., & Mok, M. M. C. (2013). A concurrent-separate approach to vertical scaling. In M. M. C. Mok (Ed.), Self-directed Learning Oriented Assessments in the Asia-Pacific (pp. 187-201). Springer