2022-07-28T12:36:50+08:00

Kwok Cheung CHEUNG, Ph.D. 張國祥

Professor: Curriculum and Instruction

Interim College Master: Moon Chun Memorial College

Director: Educational Testing and Assessment Research Centre

Officer: University of Macau – Beijing Normal University Joint Research Centre

National Project Manager: Macau-PISA Centre

Invited/Keynote Address

  • Cheung, K.C. (2021, 16-17 November). Education monitoring and evaluation in the context of evaluation reform: The Macao-PISA experience. Invited speech presented at Beijing International Convention Centre, Beijing, China.
  • 張國祥 (2021,5月20日)。如何分析和回答有關平等、公平和學校教育效果的研究問題。特邀報告發表於「第二屆北京師範大學與澳門大學教育評估監測人才交流萬人計劃專案」,北京師範大學、中國珠海。
  • 張國祥 (2021,5月19日)。PISA 2018在國際上如何概念化和執行。特邀報告發表於「第二屆北京師範大學與澳門大學教育評估監測人才交流萬人計劃專案」,北京師範大學、中國珠海。
  • 張國祥 (2020,12月7日)。包容社會下的全球素養研究。特邀報告發表於「中國基礎教育質量監測協同創新中心PISA系列網上課程:21世紀如何建構素養與幸福感並重的教育體系」,北京師範大學、中國北京。
  • 張國祥 (2020,12月5日)。運算思維在數理學科中的培養。特邀報告發表於「中國基礎教育質量監測協同創新中心PISA系列網上課程:21世紀如何建構素養與幸福感並重的教育體系」,北京師範大學、中國北京。
  • 張國祥 (2020,12月5日)。核心素養的培養與發展趨勢。特邀報告發表於「中國基礎教育質量監測協同創新中心PISA系列網上課程:21世紀如何建構素養與幸福感並重的教育體系」,北京師範大學、中國北京。
  • 張國祥 (2019,12月16日)。PISA 2018 數碼化閱讀素養自適應測評特色。特邀報告發表於「中國基礎教育質量監測協同創新中心短期課程」,北京師範大學、中國北京。
  • 張國祥 (2019,7月19日)。培養新世紀STEAM專業人仕之三大核心素養。特邀報告發表於「在新的時代要求下如何培養高素質人材」教學硏討會,澳門鏡平學校、中國澳門。
  • Cheung, K.C. (2019, 10-12 July). Assessment of 21st century skills key to the fostering of STEAM professionals in the information age. Keynote speech presented at International Conference on Open and Innovative Education, The Open University of Hong Kong, Hong Kong, China.
  • 張國祥 (2018,10月19日)。PISA 2015澳門學生科學素養性別差異分析。特邀報告發表於第十三屆海峽兩岸心理與教育測驗學術研討會暨中國測驗學會年會,台中日月潭、中國台灣。
  • 張國祥 (2018,9月27日)。運算思維對 21世紀 STEM 教育的意義。特邀報告發表於 第二屆 STEM 與科技創新教育高峰論壇,中國澳門。
  • 張國祥 (2018,7月)。PISA 2015幸福感視角探討粵港澳大灣區ICT課程的調整和優化。特邀報告發表於第六屆中國南方教育高峰年會,中國廣州。
  • Cheung, K.C. (2017, December). Important factors classifying high- and low-performing students in scientific literacy – The classification and regression tree approach. Invited paper presented at the 2015 Global Chinese Conference on Educational Information and Assessment & Chinese Association of Psychological Testing Annual Conference, Taichung, Taiwan, China.
  • Cheung, K.C. (2017, June). The effects of resilience in learning variables on mathematical literacy performance: A study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea. Invited paper presented at the Research Seminar delivered at the Department of Psychology of Education University of Hong Kong, Hong Kong, China.
  • Cheung, K.C. (2017, June). Academic resilient students in PISA 2012 high-performing economies. Invited paper presented at the Research Forum “Analysis of PISA data: Issues, methodologies and findings” at Institute of Education, Chiao Tung University, Taiwan, China.
  • Cheung, K.C. (2017, June). A comparison of important factors classifying high- versus low-performing students in scientific literacy amongst selected PISA 2015 economies. Invited paper presented at the Research Forum “Analysis of PISA data: Issues, methodologies and findings” at Institute of Education, Chiao Tung University, Taiwan, China.
  • 張國祥、薛寶嫦、楊文佳、麥瑞琪。(2016年5月)。學生經常地受到欺凌: 澳門低表現生情况分析。報告發表於PISA2015 學生幸福感報告簡介會,中國澳門。
  • 張國祥 (2016,12月)。全球素養評核試題設計。特邀報告發表於台中師範大學,台中、中國台灣。
  • 張國祥 (2016,12月)。PISA 2015 科學素養試題設計與澳門學生科學素養表現。特邀報告發表於台灣師範大學,台北、中國台灣。
  • 張國祥 (2016,12月)。PISA2015研究結果: 澳門經驗分享。特邀報告發表於交通大學,新竹、中國台灣。
  • 張國祥 (2016,7月) 學習導向的學業品質監測:建立澳門當地優質校本課程的基石。特邀報告發表於上海市教育委員會教學研究室所舉辦之「兩岸及香港、澳門地區教育品質綜合評價會議」,中國上海。
  • 張國祥(2015,12月)。十年PISA測試結果對教育質量與公平政策的衝擊:以澳門學校留班政策為例。特邀報告發表於台南大學,中國台灣。
  • 張國祥(2015,11月)。PISA視角審視澳門的留班問題。特邀報告發表於澳門教育暨青年局「多元評核:促進學生學習成功」研討會,中國澳門。
  • Cheung, K.C. (2015, December). Resolving the attitudes-achievement paradox based on anchoring vignettes: Evidences from the PISA 2012. Invited paper presented at the 2015 Global Chinese Conference on Educational Information and Assessment & Chinese Association of Psychological Testing Annual Conference, Taichung, Taiwan, China.
  • Cheung, K.C. (2015, July). A typology of student reading engagement: Preparing for response to intervention in the school curriculum. Invited paper presented at the Sixth World Chinese School Librarians’ Forum, Macao, China.
  • Cheung, K.C. (2015, February). The effects of self-regulatory learning variables on mathematical literacy performance: A study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea. Invited paper presented at Educational Resilience among Asian Children in Challenging Family Environment, Asia Research Institute, National University of Singapore, Singapore.
  • 張國祥(2014,10月)。Lessons from PISA for Macao and Chinese-speaking economies。特邀報告發表於「2014教育高階論壇:核心素養的評量議題與教育發展」,台南、中國台灣。
  • Cheung, K.C. (2012, May). Conceptualization of the PISA mathematical literacy proficiency scale: A validation of its cognitive components. Invited paper presented at the East Asia Forum on Mathematics Competence and their Assessment, East China Normal University, Shanghai, China.
  • Cheung, K.C. (2009, October). Using PISA to monitor mathematics education standards for the 15-year-old students in Macao. Invited paper presented at the 10th International Conference on Education Research, Seoul National University, Korea.
  • Cheung, K.C. & Sit, P.S. (2009, January). The use of quality indicators for curricular reform: Macao’s insights from PISA 2006 Study. Invited paper presented at the International Conference on Global Issues and Trends in Educational Research, Measurement, Evaluation, Statistics, and Psychology, Nakornayok, Thailand.
  • 張國祥(2008,11月)。Caveats in the use of science education quality indicators to provide directions for basic science education curricular revision: An example on identifying scientific issues。特邀報告發表於澳門大學主辦之2008年華人社會的課程與教學改進學術研討會,中國澳門。
  • 張國祥(2008,10月)。Improving school curriculum and teacher education based on the ten science education quality indicators identified in the PISA 2006 Study。特邀報告發表於「2008兩岸四地課程改革與教育發展」研討會,中國長沙。[Google Scholar]
  • 張國祥、陳敬濂、薛寶嫦(2008,7月)。澳門學校課程決定透析。特邀報告發表於第十屆兩岸三地課程理論研討會,中國香港。[載於朱嘉穎等(編),第十屆兩岸三地課程理論研討會論文集 (頁205-215)。中國香港:香港中文大學。]
  • Sit, P.S., & Cheung, K.C. (2008, April). Key findings of the Macao-China PISA 2006 Scientific Literacy Study. Invited paper presented at the International Conference on PISA 2006: The Performance of Education Systems in Countries and Regions, jointly convened by the autonomous province of Trento and the OECD at Trento, Italy. [Google Scholar]
  • Cheung, K.C. (2007, October). PISA as a catalyst for capacity building for educational evaluation in Macao.Invited address at Forum for Educational Evaluation in East Asia: Emerging Issues and Challenges, Taipei, China.
  • 張國祥(2007,5月)。多元智能評量:一種促進學生適性學習與發展的評量。特邀報告發表於「兩岸四地教學理論:優化課堂教學、教師發展、夥伴協作與專業學習社群」研討會,中國香港。
  • Cheung, K.C. (2006, July).  Challenging mathematical problems in the classroom.Invited Paper presented at the International Commission on Mathematical Instruction Number 16 Study, Trondheim, Norway.
  • 張國祥(2006,6月)。TIMSS PISA 國際測試:評量架構、待答問題和數據分析。特邀主題報告發表於「邁向卓越教育:教育指標與學習評鑑、師資培育政策」國際研討會,台北、中國台灣。[Google Scholar]
  • Cheung, K.C. (2006, April).  Educating preprimary teachers to teach for multiple intelligences.Invited Paper presented at the Second Joint Deakin University and Taiwan Normal University Symposium, Geelong, Victoria, Australia. [Google Scholar]
  • 張國祥(2004,12月)。國際數學測試與雙基。特邀報告發表於廣西教育廳和廣西師範大學聯合主辦之2004年教育部數學教育高級研討班,中國南寧。
  • 張國祥(2004,8月)。多元智能開發暨優質教育諮商自評系統的建設。特邀報告發表於第六屆海峽兩岸心理與教育測驗學術研討會,中國西安。
  • 張國祥(2004,5月)。澳門教育制度檢討:基礎教育課程新規定。特邀報告發表於中華民國課程與教學學會舉辦之第十屆課程與教學論壇,台北、中國台灣。
  • 張國祥(2004,5月)。多元智能在香港及澳門:理論與實踐的反思。特邀主題報告發表於中華民國課程與教學學會舉辦之課程與教學革新的反省與前瞻學術研討會,台北、中國台灣。
  • 張國祥(2003,11月)。多元智能與數學教育。主題報告發表於北京師範大學教育學院、澳門教育暨青年局和珠海市教育局合辦之內地澳門中小學數學課程改革第三屆學術年會,中國珠海。
  • 張國祥(2003,11月)。從多元智能角度剖析素質教育與教育的均衡發展。特邀報告發表於第九屆海峽兩岸暨港澳地區教育學術研討會,深圳。載於廣東教育學會 (編),基礎教育的使命: 努力辦好優質教育 (頁169-173)。中國深圳:深圳市教育學會。
  • Cheung, K.C. (2004, May). Multiple intelligences in Hong Kong and Macao: Reflections on theory and practices. Plenary Speech presented at the International Conference of Multiple Intelligences Theory and its Application and the Third Annual Conference of DISCOVER in China (DIC), Beijing.
  • 張國祥(2003,11月)。反璞歸真:後現代資訊科技社會校本多元智能學習評量系統的建設。主題報告發表於第七屆全球華人計算機教育應用大會,南京。載於李藝主編 (2003),第七屆全球華人計算機教育應用大會論文集 (頁19-23)。中國南京:南京師範大學出版社。
  • 張國祥(2002,5月)。如何設計符合多元智能理論的教學活動。主題報告發表於香港啟思幼稚園教育機構、國際關注教育機構、中國福利會主辦之國際學前教育研討會議,中國香港。
  • 張國祥(2001,12月)。多元智能評量與教學設計釋要。主題報告發表於臺北市立師範學院幼兒教育學系主辦之華人地區多元智能課程發展與學習評量系統建構研討會,台北、中國台灣。
  • 張國祥(2000,11月)。校本多元智能學習評量系統 (SMILES)架構及功能。主題報告發表於第二屆滬港學前教育研討會,中國上海。
  • Cheung, K.C. (1996, March).  The design and implementation of a multifarious basic education curriculum: The Macao experience. Invited plenary speech presented at the Symposium of Universal Basic Education: Effectiveness and Commitments in Celebration of the Silver Jubilee Anniversary of the Hong Kong Subsidized Schools Council, Hong Kong, China.

 Conference Proceeding Articles

  • 張國祥(2009)。東亞地區高科學素養表現經濟體系學生學習特徵對科學師資培育的啓示。載於台北教育大學、台東大學、東華大學、彰化師範大學 (編著),華人地區社會變遷與科學師資培育國際學術研討會論文集 (頁 99-124)。台北、中國台灣:台北教育大學。[Google Scholar]
  • 張國祥(2009)。澳門的科學教育和科學教育師資培育的歷史發展與現況。載於台北教育大學、台東大學、東華大學、彰化師範大學(編著),華人地區社會變遷與科學師資培育國際學術研討會論文集 (頁 52-54)。台北、中國台灣:台北教育大學。[Google Scholar]
  • 張國祥、陳敬濂(2007)。中國基礎教育課程改革展望:以數學課程新標準為例。載於中華民國教材研究發展學會 (編),邁向課程新紀元 (廿二):第九屆「兩岸三地課程理論研討會」課程理論與課程改革 () (頁176-191)。台北、中國台灣:作者。[Google Scholar]
  • 張國祥(2007,1月) 。澳門基礎教育質量指標的建構。載於李顯榮 (主編),第十二屆海峽兩岸暨港澳地區教育學術研討會:基礎教育質量保障論文集(頁23-44)。台北、中國台灣:全國私立教育事業協會。
  • 張國祥(2005,4月)。建立能夠回應學生潛質、志趣與特長的升學諮商系統。載林智中、朱嘉穎 (主編),第七屆兩岸三地課程理論研討會:課程發展、教師專業發展與學校更新 (頁181-187)。中國香港:香港中文大學教育學院。
  • 張國祥(2004)。Mathematization and realistic mathematics education: An analysis of their contributions to exploratory mathematics project work. 載於教育暨青年局、北京師範大學 (主編),兩岸四地中、小學數學課程與教學改革學術論壇:數學教育與學生發展論文集 (頁26-30)。中國澳門:教育暨青年局。
  • Cheung, K.C. (2004, July). New development in mathematics education at obligatory level in People’s Republic of China. Paper presented at the 10th International Congress on Mathematics Education (ICME-10), Copenhagen, Denmark. In: D.D. Bock, M. Isoda, J.A.G. Cruz, A. Gagatsis, & E. Simmt (Eds.) (2004). Proceedings of ICME-10: Topic Study Group 2: New developments and trends in secondary mathematics education (pp. 45-51).
  • Cheung, K.C. (2001, June). Functions and framework of school-based multiple intelligences learning evaluation system. Paper presented at the 5th Global Chinese Conference on Computers in Education, Taiwan, China. In: G.D. Chen, & J.C. Yang (Eds.). Proceedings: Creation of Chinese Cyberspace, Vol. 2 (pp. 877-880).
  • 張國祥(2001)。澳門資訊與通訊科技課程設計與實施:原理與策略之分析。載於2000年澳門課程改革研討會論文集 (頁27-33)。中國澳門:教育暨青年局。
  • Cheung, K.C. (2000, May). Design and implementation of information and communications technology curriculum in Macao: An analysis of principles and strategies. Paper presented in the 4th Global Chinese Conference on Computers in Education, Singapore. In: G.K. Yeo (Ed.), Proceedings: Teaching and learning in the new millennium, Vol.2 (pp. 600-604).
  • 張國祥(1999)。新世紀澳門教師教育的幾點思考。載於中華港澳之友協會 (編)。澳門現勢與台澳關係展望:第五屆台澳關係研討會論文集 (頁223-225)。
  • 張國祥(1999)。澳門後過渡期教育專業人材的培養。載於楊允中、黃漢強 (編),對明天的思考:澳門大學迎回歸座談會發言匯編 (頁72-73)。中國澳門:作者。
  • Cheung, K.C. (1998, October). Development of CAI Tangram software for use in the mathematics classroom: The Macau experiences. Proceedings of the 6th International Conference on Computers in Education (ICCE 98), Vol 2- Global Education on the net (pp.699-700). Beijing, China. [Web of Science]
  • 張國祥(1996/97)。家長教育與青少年生存與發展。載於澳門教育暨青年局 (編),第一、二屆青年社團理論與實踐研討會論文集 (頁215-216)。中國澳門:作者。
  • Cheung, K.C. (1994). The contribution of philosophy, psychology and sociology to curriculum development: The case of a thinking curriculum. In: C.C. Lam, H.S. Hon, M.K. Ho, E.Y.F. Man, & P.M.M. Sze (Eds.). Proceedings of the Conference on Curriculum Changes in Hong Kong: The Needs of the New Era. Hong Kong, China: The Chinese University of Hong Kong and Curriculum Development Institute of Education Department of Hong Kong.
  • Cheung, K.C. (1993, August).  On meaningful measurement: Issues of reliability and validity from a humanistic constructivist information processing perspective. Paper presented at the Third International Seminar on Misconceptions and Educational Strategies on Science and Mathematics, Cornell University, Ithaca, New York.
  • Cheung, K.C. (1993). Humanism and constructivism in mathematics and science education: Implications for curriculum reform for Chinese communities in South East Asia. In: C.C. Lam, H.W. Wong, & Y.W. Fung (Eds.), Proceedings of the International Symposium on Curriculum Changes of the 21st Century. Hong Kong, China: Chinese University of Hong Kong.
  • 張國祥(1992)。關於有意義的測量:概念、技術和例子。載於中國國家教育委員會考試中心 (主編)。1991年考試科研國際討論會論文集。中國沈陽:遼寧教育出版社。
  • Cheung, K.C. (1990, July). To grow and glow: Towards a model of teacher education and professional development. Paper presented at the 36th World Assembly of the International Council on Education for Teaching. In W.K. Ho & R.Y.L. Wong (Eds.), Improving the quality of the teaching profession: An international perspective (pp.146–157). Singapore: Institute of Education. [Google Scholar]

Conference Papers 

  • 薛寶嫦、張國祥 (2022年5月12日)。從學校氛圍視角分析華人學生PISA 2018 閱讀素養的表視。報告發表於人文社科高等研究院第二屆週年研討會,澳門大學、中國澳門。
  • Sit, P.S., Cheung, K.C., Mak, S.K., & Ieong, M. K. (2021, July). Developing teachers’ pedagogical competence in reading literacy for 21st century teaching. Paper presented at the 28th International Conference on Learning, Kraków, Poland.
  • Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M. K. (2021, July). Why Macao is commended as a fast-improving economy in PISA 2018 study: An insider perspective. Paper presented at the 28th International Conference on Learning, Kraków, Poland.
  • 薛寶嫦、張國祥 (2021年5月)。 PISA 幸福感視角探討中國澳門低表現生之校園欺凌問題。報告發表於人文社科高等研究院第一屆週年研討會,澳門大學、中國澳門。
  • Ieong, M.K., Cheung, K.C., Sit, P.S., & Mak, S.K. (2019, 12-16 August). The performance of collaborative problem-solving in Chinese-speaking economies: The case of PISA 2015. Paper presented at the EARLI 2019 Conference at the RWTH Aachen University, Aachen, Germany.
  • Mak, S.K., Cheung, K.C., Ieong, M.K., & Sit, P.S. (2019, 12-16 August). Cultivation of STEM professionals: Evidences of top-15 participating economies in PISA 2015 Study. Paper presented at the EARLI 2019 Conference at the RWTH Aachen University, Aachen, Germany.
  • Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K. (2018, August). Important factors classifying high- and low-performing students of scientific literacy: The case of Macao in PISA 2015. Paper presented at the 9th Bi­en­nial Con­fer­ence of EARLI SIG1 at the Uni­versity of Hel­sinki, Fin­land.
  • Sit, P.S., Cheung, K.C., Mak, S.K., & Ieong, M.K. (2018, August). Students’ frequent exposure to bullying: Comparing between low-achieving students of Macao and Taiwan in PISA 2015 Well-being Study. Paper presented at the 9th Bi­en­nial Con­fer­ence of EARLI SIG1 at the Uni­versity of Hel­sinki, Fin­land.
  • Mak, S.K., Cheung, K.C., Sit, P.S., & Ieong, M.K. (2018, August). Macao is OECD-rated as an economy of high-performance and high-equity amongst PISA 2015 participating economies: An explanation from an insider perspective. Paper presented at the 9th Bi­en­nial Con­fer­ence of EARLI SIG1 at the Uni­versity of Hel­sinki, Fin­land.
  • Sit, P.S., Mak, S.K., Cheung, K.C., & Ieong, M. K. (2018, July). Self-responsibility in mathematics learning of Macao students in PISA 2012 mathematics study. Paper presented at the 42ndAnnual Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden.
  • Mak, S.K., Cheung, K.C., Sit, P.S., & Ieong, M. K. (2018, July). An examination of study motivation classifying high- and low-performing students in PISA 2012 mathematical literacy study. Paper presented at the 42ndAnnual Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden.
  • Cheung, K.C., Ieong, M. K., Mak, S.K., & Sit, P.S. (2018, July). Important factors classifying Macao’s resilient and non-resilient students in PISA 2012 mathematical study for informed policy making. Paper presented at the 42ndAnnual Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden.
  • Jin, S. L., Cheung, K. C., & Sit, P. S. (2017, December). The last can be the first: Important factors discriminating between academic resilient and non-resilient students of China in PISA 2015. Paper presented at the 2017 Global Chinese Conference on Educational Information and Assessment & Chinese Association of Psychological Testing Annual Conference, Taichung, Taiwan, China. {Note: Best Paper Award}
  • 陳偉庭、張國祥、楊文佳 (2017年12月)。區分澳門及香港 15 歲高數學素養表現及低數學素養表現學生之學習因素。報告發表於2017全球華人教育資訊與評估學術研討會暨中國測驗學會年會,台中、中國台灣。
  • Sit, P.S., Cheung, K.C., Mak, S.K., & Cheong, W.C. (2017, July).  How Macao schools can help low-achieving students progress in digital problem-solving ability? Evidences from PISA 2012 study. Paper presented at the Twenty-fourth International Conference on Learning, Honolulu, US.
  • Mak, S.K., Cheung, K.C., & Sit, P.S. (2017, July).  How Macao schools can help junior secondary students progress in reading performance? Evidences from PISA 2009 reading literacy study. Paper presented at the Twenty-fourth International Conference on Learning, Honolulu, US.
  • Cheung, K.C., Sit, P.S., Mak, S.K., & Cheong, W.C. (2017, July). Why Macao needs to abolish the grade repetition policy for its primary students? Evidences from a decade of PISA assessment in Macao schools. Paper presented at the Twenty-fourth International Conference on Learning, Honolulu, US.
  • Cheung, K.C., Sit, P.S., & Chan, W.T. (2017, May). Global competency for an inclusive world: The design of a global literacy test unit on issues of socio-economic development. Paper presented at the Global Conference on Education and Research (GLOCER), Florida, US. [Google Scholar]
  • Sit, P.S., Mak, S.K., Ieong, M.K., & Cheung, K.C. (2017, May). Macao secondary teachers’ professional development and job satisfaction: Evidences from the PISA 2015 Teacher Survey. Paper presented at the Global Conference on Education and Research (GLOCER), Florida, US. [Google Scholar]
  • 薛寶嫦、張國祥 (2016,12月)。PISA 2018數碼閱讀測試重點講解會。報告發表於澳門PISA測試中心主辦之「PISA 2018 閱讀素養研究計劃教師分享會」,中國澳門。
  • Cheung, K. C., & Sit, P. S. (December, 2016). Introduction of the main points of PISA2018 digital reading literacy assessment. Paper presented at the Briefing of PISA 2018 Digital Reading Literacy Study to Macao Teachers, Macao, China.
  • Sit, P.S., Chan, K.L., Mak, S.K., Cheung, K.C., Ieong, M.K., & Fong, I. F. (2016, October). Practicing digital science assessment in CloudClassroom: A trial study in a Macao school. Paper presented at the 2016 Science Education Summit on Innovative Assessment (SESIA2016), Yilan, Taiwan, China.
  • 楊文佳、薛寶嫦、張國祥、何錫標、陳偉庭 (2016年10月)。互動式科學試題的設計:以「布朗運動」為例。報告發表於2016科學教育創新測評高峰論壇,宜蘭、中國台灣。
  • Sit, P.S., Cheung, K.C., & Mak, S.K. (2016, August). Perceived responsibility for failure in mathematics: A comparison of Macao’s grade repeaters and non-repeaters in PISA 2012. Paper presented at the 40th Annual Conference of the International Group for the Psychology of Mathematics, Szeged, Hungary.
  • Cheung, K.C., Sit, P.S., & Mak, S.K. (2016, August). Subjective norms in mathematics: A comparison of Macao’s academic resilient and non-resilient students in PISA 2012. Paper presented at the 40th Annual Conference of the International Group for the Psychology of Mathematics, Szeged, Hungary.
  • Mak, S.K., Cheung, K.C., & Sit, P.S. (2016, August). Cognitive activation in the mathematics lessons: A comparison of the four Chinese-speaking economies in PISA 2012. Paper presented at the 40th Annual Conference of the International Group for the Psychology of Mathematics, Szeged, Hungary.
  • 楊文佳、麥瑞琪、薛寶嫦、張國祥 (2016年7月)。澳門學業質量監測工具的研發與校本應用。報告發表於兩岸及香港、澳門地區教育質量綜合評價會議,中國上海。
  • Ieong, M.K., Sit, P.S., Mak, S.K., & Cheung, K.C. (2015, December). Analysis of log file data to understand problem-solving behavior: An example of a released item from PISA 2012 study. Paper presented at the 2015 Global Chinese Conference on Educational Information and Assessment & Chinese Association of Psychological Testing 2015 Annual Conference, Taichung, Taiwan, China.{Note: Best Paper Award}
  • 金松麗、張國祥、薛寶嫦 (2015,12月)。利用log文檔探究學生解決問題歷程:表現指標和解難模式。報告發表於2015全球華人教育資訊與評估學術研討會暨中國測驗學會年會,台中、中國台灣。
  • Cheung, K.C., Ieong, M.K., & Sit, P.S. (2015, August). Prediction of academic resilience of a high-performing high-equity economy in PISA 2012. Paper presented at the 16th Biennial EARLI conference, Limassol, Cyprus.
  • Sit, P.S., Cheung, K.C., Mak, S.K., & Cheong, W.C. (2015, August). Improving digital problem solving ability of Macao’s grade repeaters: A multiple correspondence analysis. Paper presented at the 16th Biennial EARLI conference, Limassol, Cyprus.
  • Mak, S.K., Cheung, K.C., & Sit, P.S. (2015, August). Mediation mechanisms explaining gender differences in reading performance: A multilevel analysis. Paper presented at the 16th Biennial EARLI conference, Limassol, Cyprus.
  • Ieong, M.K., Cheung, K.C., & Sit, P.S. (2015, August). Effects of home background on mathematics performance: A multilevel analysis of SRL processes. Paper presented at the 16th Biennial EARLI conference, Limassol, Cyprus.
  • Sit, P.S., Cheung, K.C., & Mak, S.K. (2015, July). The effects of work ethics and attributions to failure on Mathematical literacy performance: A study of learning characteristics of ESCS-advantaged low-achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea. Paper presented at the 39th Annual Conference of the International Group for the Psychology of Mathematics, Hobart, Australia.
  • Cheung, K.C., Sit, P.S., & Mak, S.K. (2015, July). The effects of work ethics and attributions to failure on Mathematical literacy performance: A study of learning characteristics of academic resilient students in Shanghai, Singapore, Hong Kong, Taiwan and Korea. Paper presented at the 39th Annual Conference of the International Group for the Psychology of Mathematics, Hobart, Australia.
  • Mak, S.K., Cheung, K.C., & Sit, P.S. (2015, July). Can school system attain highly both cognitively and affectively: A study of Mathematics literacy performance and interests of the high-performing economics in PISA 2012. Paper presented at the 39th Annual Conference of the International Group for the Psychology of Mathematics, Hobart, Australia.
  • Wong, I.N., Jiang, C., Cheung, K.C., & Sun Xuhua (2015, June). Primary mathematics in Macao: Fifteen years of experiences after the 1999 handover from Portugal to Mainland China. Paper presented at ICMI Study 23: Primary mathematics study on whole numbers, Macao, China. [Google Scholar]
  • Cheung, K.C., Sit, P.S., Ieong, M.K. & Mak, S.K. (2014, September). Predicting academic resilience with mathematics learning and problem solving variables: Comparing Macao, Hong Kong, Korea, Japan, Canada, Estonia and Finland. Paper presented at the 2014 European Conference on Educational Research, Porto, Portugal.
  • Sit, P.S., Cheung, K.C., Cheong, W.C. & Mak, S.K. (2014, September). Mediating effects of grade repetition in the explanation of mathematical literacy performance from PISA 2012 Perspective. Paper presented at the 2014 European Conference on Educational Research, Porto, Portugal.
  • 張國祥、薛寶嫦、楊文佳、麥瑞琪 (2014年8月)。教育心理統計方法與應用:以PISA學業抗逆學生之辨識為例。報告發表於第11屆海峽兩岸心理與教育測驗學術國際研討會,台中、中國台灣。
  • 薛寶嫦、張國祥、麥瑞琪、楊文佳、何錫標 (2014年8月)。信息科技在測驗發展上的應用:以PISA電腦化問題解決評核為例。報告發表於第11屆海峽兩岸心理與教育測驗學術國際研討會,台中、中國台灣。
  • Cheung, K.C. (2014, July). Explaining phenomena scientifically and identifying scientific issues in physics education: Some interesting observations of the high-performing economies in PISA 2006. Paper presented at the GIREP-MPTL 2014 International Conference: Teaching/Learning Physics: Integrating research into practice, Palermo, Italy.
  • Cheung, K.C. (2013, August). Active learning in physics classrooms for enquiry-based instruction: Lessons learned from the PISA 2006 Study. Paper presented at the 2013 International Conference on Physics Education, Prague, Czech Republic.
  • Sit, P.S., Cheung, K.C., & Mak, S.K. (2013, August). Home resources as a mediator of effects of parental support and motivation on reading performance. Paper presented at the 15th Biennial EARLI conference, Munich, Germany.
  • Mak, S.K., & Cheung, K.C. (2013, August). A typology of students’ reading engagement for teacher-directed reading intervention proposals. Paper presented at the 15th Biennial EARLI conference, Munich, Germany.
  • Cheung, K.C., Sit, P.S., & Mak, S.K. (2013, July). Metacognitive strategies as mediators in the explanation of gender difference in digital reading performance – The case of Hong Kong. Paper presented at the 20th International Conference on Learning, Rhodes, Greece.
  • Sit, P.S., Cheung, K.C., Cheong, W.C., & Mak, S.K. (2013, July). The effects of webpage navigation on digital reading performance. Paper presented at the 20th International Conference on Learning, Rhodes, Greece.
  • Mak, S.K. Cheung, K.C., & Sit, P.S. (2013, July). Reading engagement variables as mediators in the explanation of gender difference in print reading performance: The case of Macao. Paper presented at the 20th International Conference on Learning, Rhodes, Greece.
  • Cheung, K.C., Mak, S.K., & Sit, P.S. (2012, September). Mediating variables in the explanation of gender difference in digital reading literacy: The case of Macao, Hong Kong and Korea.Paper presented at the European Conference on Educational Research 2012, Cádiz, Spain.
  • Cheung, K.C. (2012, July). Factors affecting mathematical literacy performance of 15-year-old students in Macao: The PISA perspective. Paper presented at the 12th International Congress on Mathematical Education, Seoul, South Korea.
  • Cheung, K.C. (2012, June). Digital reading instruction in an era of accountability: The case of Macao-China in PISA2009 Study. Paper presented at the EARLI Special Interest Group Research in Teaching and Teacher Education (SIG 11) Conference, Bergen, Norway.
  • Cheng, C.W., Wong, M.W., Sit, P.S., Cheung, K.C., Mak, S.K., & Ieong, M.K. (2011, December). Key findings of the Macao-China PISA 2009 Reading Literacy Study: Some curricular implications for language instruction. Paper presented at the 2011 TERA International Conference on Education, Kaohsiung, Taiwan, China.
  • Cheung, K.C., Sit, P.S., & Mak, S.K. (2011, December). Identification of a typology of ICT familiarity of 15-year-old students in PISA 2006: A latent profile analysis. Paper presented at the 2011 TERA International Conference on Education, Kaohsiung, Taiwan, China.
  • Ieong M.K., Sit, P.S., & Cheung, K.C. (2011, December). An investigation of the effects of affective factors on grade repetition of Macao’s 15-year-old students in the PISA 2003 Study. Paper presented at the 2011 TERA International Conference on Education, Kaohsiung, Taiwan, China.
  • Cheung, K.C., Sit, P.S., & Mak, S.K. (2011, August). Parental engagement and home support on betterment of adolescents’ reading literacy in Macao. Paper presented at the 14th Biennial EARLI Conference, Exeter, UK.
  • Sit, P.S., Cheung, K.C., & Mak, S.K. (2011, August). Parental engagement and home support for reading literacy in 14 educational systems in PISA 2009.  Paper presented at the 14th Biennial EARLI Conference, Exeter, UK.
  • Cheung, K.C., & Sit, P.S. (2011, July).  Familiarity of computer use and its relationships with Scientific Literacy for Macao’s 15-year-olds in PISA 2006 Study. Paper presented at the18th International Conference on Learning, Mauritius.
  • 張國祥、薛寶嫦、麥瑞琪、方燕芬(2011,1月)。澳門十五歲學生閱讀素養表現透析。報告發表於澳門PISA測試中心主辦之PISA 2009 閱讀素養研究計劃教師分享會,中國澳門。
  • 張國祥、薛寶嫦、麥瑞琪(2010,12月)。澳門PISA 2009 閱讀素養研究計劃結果概要。研究報告發表於上海市教育科學研究院主辦之PISA 2009 閱讀素養評估:兩岸四地經驗分享研討會,中國上海。
  • 張國祥、薛寶嫦、麥瑞琪(2010,12月)。PISA 2009 亞洲各經濟體系閱讀素養表現之差異初探。研究報告發表於上海市教育科學研究院主辦之PISA 2009 閱讀素養評估:兩岸四地經驗分享研討會,中國上海。
  • Cheung, K.C. (2010, December).  Key findings of the PISA 2009 Study: Reporting to principals on the literacy performance results and quality education indicators for the betterment of reading literacy in Macao. Paper presented at the PISA 2009 Reading Literacy Study Forum for Principals in Macao, Macao, China.
  • Cheung, K.C. (2010, August).  Assessing mathematical giftedness in PISA 2012 Study. Paper presented at the 6th International Conference on Creativity in Mathematics Education and the Education of the Gifted Children, Riga, Latvia.
  • Sit, P.S. & Cheung, K.C. (2010, August).  Redesigning lesson study for emergent reading instruction and teacher professional development.Paper presented at the EARLI-SIG-5 Meeting: Learning and Development in Early Childhood, Lucerne, Switzerland.
  • Sit, P.S. & Cheung, K.C. (2009, September).  An examination of the design and implementation logistics of electronic reading assessment in PISA 2009 Study: The Macao experience. Paper presented at the PISA Research Conference, Kiel, Germany.
  • Cheung, K.C., & Sit, P.S. (2009, August). Improving Macao basic science education based on the ten science education quality indicators identified in the PISA 2006 Study.  Paper presented at the 13th Biennial EARLI Conference on Fostering Communities of Learners, Amsterdam, Netherlands.
  • Cheung, K.C. (2009, July).  An in-depth analysis of the issue of sense of belonging at school in the PISA 2003 Mathematical Literacy Study. Paper presented at the 16th International Conference on Learning, Barcelona, Spain.
  • Sit, P.S., & Cheung, K.C. (2009, April).  International comparison of electronic reading literacy: Uncovering Macao’s 15-year-olds’ unexpected strengths and weaknesses using country differential item functioning. Paper presented at 2009 CAERDA International Conference, San Diego, California, U.S.A.
  • Cheung, K.C., Sit, P.S., & Chan, K.L. (2009, April). PISA Electronic Reading Assessment: A promising research and development program of online reading literacy development for 15-year-olds in Macao. Paper presented at the International Conference on Rising Macao – Review and Prospects on the Tenth Anniversary of Macao SAR, Macao, China.
  • Sit, P.S., & Cheung, K.C. (2008, August).  Learning to read: Modeling and assessment of early reading comprehension of the 4-year-olds in Macao kindergartens. Paper presented at the Fourth European Association for Research on Learning and Instruction EARLI/ Northumbria Assessment Conference, organized by The Institute for Educational Progress, Humboldt University, Berlin/ Potsdam, Germany.
  • Cheung, K.C., & Sit, P.S. (2008, August).  Electronic reading assessment: The PISA approach for the international comparison of reading comprehension. Paper presented at the Fourth European Association for Research on Learning and Instruction EARLI/ Northumbria Assessment Conference, organized by The Institute for Educational Progress, Humboldt University, Berlin/ Potsdam, Germany.
  • 陳敬濂、薛寶嫦、張國祥(2008,2 月) 。澳門學校的願景與使命:從澳門不同性別學生就讀不同學校的素養表現說起,論文發表於香港比較教育學會主辦之香港比較教育學會週年研討會,中國香港。
  • Cheung, K.C. (2006, August).  An experimental study of BRIDGES: A constructive dialogue between theories of child development and applications of educational technology. Paper presented at the 1st Global Summit Conference on Educational Technology (GSCET), Shanghai, China.
  • Cheung, K.C. (2006, July).  Mismatch between cognitive and affective outcomes of Mathematics learning in Macao Seeing School System through PISA. Paper presented at the 26th International Congress of Applied Psychology, Athens, Greece. [Google Scholar]
  • Zhang, C.L., & Cheung, K.C. (2005, August).  An examination of practices of portfolio assessment in three experimental schools in China. Paper presented at the 11th Biennial European Association for Research on Learning and Instruction (EARLI) Conference: Integrating Multiple Perspectives on Effective Learning Environments, Nicosia, Cyprus.
  • Cheung, K.C. (2005, August).  Relationships between the arts and science streams with levels of progression of self-rated multiple intelligences profiles at the terminal secondary grade level (grade 12) in an established secondary school in Macao. Paper presented at the 11th Biennial European Association for Research on Learning and Instruction (EARLI) Conference: Integrating Multiple Perspectives on Effective Learning Environments, Nicosia, Cyprus.
  • Cheung, K.C. (2005, May).  Contribution of realistic mathematics education and theory of multiple intelligences to mathematics practical and integrated applications: Experiences from Shanghai and Macao in China. Paper presented at the 15th ICMI Study: The Professional Education and Development of Teachers of Mathematics, Aguas de Lindoia, San Paulo, Brazil.
  • Cheung, K.C. (2004, July). Educating preprimary teachers to teach with multiple intelligences for concepts with understanding. Paper presented at the 10th International Congress on Mathematics Education (ICME-10), Copenhagen, Denmark.
  • Cheung, K.C. (2004, May). How to implement MI assessment for individually configured education. Paper presented at the International Conference of Multiple Intelligences Theory and its Application and the Third Annual Conference of DISCOVER in China (DIC), Beijing, China.
  • Cheung, K.C. (2003, August).  Designing postmodern preprimary learning materials for the implementation of individually configured education. Paper presented at the 10th Biennial European Association for Research on Learning and Instruction (EARLI) Conference: Improving Learning, Fostering the Will to Learn, Padova, Italy.
  • Cheung, K.C. (2003, August). Assessment of multiple intelligences for the implementation of individually configured education. Paper presented at the 10th Biennial European Association for Research on Learning and Instruction (EARLI) Conference: Improving learning, Fostering the Will to Learn, Padova, Italy.
  • 張國祥、韋輝樑、趙鈞鴻(2002,12月)。校本多元智能學習評量系統。報告發表於澳門科學技術協進會、澳門大學合辦之澳門創新發明與技術研討會,中國澳門。
  • 張國祥(2002,10月)。如何正確理解兒童智能開發和適性發展。特邀演講發表於澳門教育暨青年局主辦之創思教學的理論與實踐研討會,中國澳門。
  • Cheung, K.C. (2002, October). Empowering teachers for MI-inspired pedagogy and curriculum development. Paper presented at the International Conference on the Challenge of Learning and Teaching in a Brave New World: Issues and Opportunities in Borderless Education, jointly organized by Hatyai City College and Institute for Child and Adolescent Educational Advancement, School of Cognitive Sciences and Education, University Utara Malaysia at Hatyai, Thailand.
  • Cheung, K.C. (2002, August).  An analysis of the Chinese mathematics curriculum standards from the post-modern multiple intelligences perspective. Paper presented at the ICMI 2002 Satellite Conference: The international Conference of the Reform of Mathematics Curriculum and its Education in the 21st Century, Southwest China Normal University, Chongqing, China.
  • 張國祥(2002,7月)。如何啟發教師開展多元智能真實表現評量。論文發表於上海華東師範大學主辦之環太平洋地區第三屆幼稚教育與發展學術大會,中國上海。
  • Cheung, K.C. (2002, May). Individually configured education: Key to successfully implementing MI-inspired mathematics teaching and learning. Paper presented at the 7th Annual International Conference of the Department of Science and Mathematics Education, Sultan Hassanal Bolkiah Institute of Education on Technology, and Realities in Science, Mathematics and Technical Education, Brunei.
  • Cheung, K.C. (2001, June).  Individually configured education: Key to successfully implementing MI-Inspired teaching and learning activities. Paper presented at MI2001 Conference, Hong Kong Baptist University, Hong Kong, China.
  • 張國祥(2001,3月)。啟迪多元智能、培養多元才能。報告發表於北京清華大學潔華幼兒園舉行之多元智能專題講座,中國北京。
  • 張國祥(2001,5月)。因才施教:成功開展多元智能教學活動的鑰匙。論文發表於澳門大學教育學院、澳門教育暨青年局主辦之多元文化教育的探討學術研討會,中國澳門。
  • 張國祥、韋輝樑(2001,4月)。啓廸多元智能七巧/十五巧板:促進小幼兒童空間智能發展之素質教育軟件。論文發表於香港教育學院資訊與應用科技系主辦之面向二十一世紀中小學資訊科技教育課程與教學粵港澳研討會,中國香港。
  • Cheung, K.C. (1996, September).  A resolution of two dilemmas in meaningful measurement. Paper presented at the Growing Mind Conference to Celebrate the Hundredth Anniversary of Piaget’s Birth, Geneva, Switzerland.
  • Cheung, K.C. (1996, June).  An exploration of the introduction of informatics into the mathematics classrooms of Macao. Paper presented at the Seventh Southeast Asian Conference on Mathematics Education, Hanoi, Vietnam.
  • Cheung, K.C. (1994, August).  Humanistic mathematics and science education for human sustainable development in Macao. Paper presented at the Fourth Soka University Pacific Basin Symposium on East-West Relations in the 21st Century, Macao, China.
  • Cheung, K.C. (1994, August).  Mathematics teacher education in Macao: Learning tasks of a thinking curriculum. Paper presented at the ICMI-China Regional Conference on Mathematics Education, Shanghai, China.
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