| Language assessment training in Hong Kong: Implications for language assessment literacy R Lam Language Testing 32 (2), 169-197, 2015 | 349 | 2015 |
| A peer review training workshop: Coaching students to give and evaluate peer feedback R Lam TESL Canada Journal, 114-114, 2010 | 183 | 2010 |
| Balancing the dual functions of portfolio assessment R Lam, I Lee ELT journal 64 (1), 54-64, 2010 | 171 | 2010 |
| Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom R Lam Studies in higher education 41 (11), 1900-1917, 2016 | 152 | 2016 |
| Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong R Lam System 81, 78-89, 2019 | 127 | 2019 |
| Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback R Lam Assessing Writing 18 (2), 132-153, 2013 | 110 | 2013 |
| Promoting self-regulated learning through portfolio assessment: testimony and recommendations R Lam Assessment & Evaluation in Higher Education 39 (6), 699-714, 2014 | 107 | 2014 |
| Taking stock of portfolio assessment scholarship: From research to practice R Lam Assessing Writing 31, 84-97, 2017 | 91 | 2017 |
| Formative use of summative tests: Using test preparation to promote performance and self-regulation R Lam The Asia-Pacific Education Researcher 22, 69-78, 2013 | 86 | 2013 |
| The examined life: Perspectives of lower primary school students in Hong Kong D Carless, R Lam Education 3-13 42 (3), 313-329, 2014 | 84 | 2014 |
| Understanding EFL students' development of self‐regulated learning in a process‐oriented writing course R Lam Tesol journal 6 (3), 527-553, 2015 | 83 | 2015 |
| Portfolio assessment for the teaching and learning of writing R Lam Springer, 2018 | 70 | 2018 |
| The relationship between assessment types and text revision R Lam ELT journal 67 (4), 446-458, 2013 | 60 | 2013 |
| Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges D Carless, R Lam Designing assessment for quality learning, 167-179, 2014 | 55 | 2014 |
| Feedback About Self-Regulation: Does It Remain an" Unfinished Business" in Portfolio Assessment of Writing? R Lam Tesol Quarterly 49 (2), 402-413, 2015 | 41 | 2015 |
| The role of self-assessment in students’ writing portfolios: A classroom investigation R Lam TESL reporter 43 (2), 16-34, 2010 | 40 | 2010 |
| Exploring an efl teacher’s beliefs and practices in teaching topical debates in mainland China W Lan, R Lam Iranian Journal of Language Teaching Research 8 (1), 25-44, 2020 | 39 | 2020 |
| Promoting self-reflection in writing: A showcase portfolio approach R Lam International perspectives on teaching the four skills in ELT: Listening …, 2018 | 35 | 2018 |
| Enacting feedback utilization from a task-specific perspective R Lam The Curriculum Journal 28 (2), 266-282, 2017 | 35 | 2017 |
| Understanding assessment as learning in writing classrooms: The case of portfolio assessment R Lam Iranian Journal of Language Teaching Research 6 (3 (Special Issue)), 19-36, 2018 | 34 | 2018 |
