• The Evaluation of Mathematics Teaching and Learning (EDUC7176)
• Evaluation of Curriculum, Instruction & Student Performance (IMCN104, EDCI703, EDCI7103, EDUC7103)
• Intelligence and Creativity (IMCN125, IMEP002, EDCI753, EDUC7153)
• Theories of Curriculum and Instruction (Secondary Mathematics) (EDUC223, MAEB216, EDUC1022)
• Research in Mathematics Education (MAEB452)
• Elementary Mathematics Teaching and Research (MAEB421, EDUC2038)
• Educational Evaluation (BIKA113, BIPA113, DRPE207, PPEB350, EDUC3031)

Research Areas

• Curriculum and Instruction
• Educational Assessment
• Educational Evaluation
• Mathematics and Science Education
• Early Childhood Education
• Information, Communication and Technology Education

Research Projects

• Progress in International Reading Literacy Study (PIRLS) [2024-2027] (Funded by DSEDJ of Macao Government for the Field Trial and Main Study test administration and data collection)
• Trends in International Mathematics and Science Study (TIMSS) [2023-2025] (Funded by DSEDJ of Macao Government for the Main Study test administration and data collection)
• Macao-PISA 2025 Scientific Literacy Study [2023 – 2026] (Funded by DSEDJ of Macao Government)
• Trends in International Mathematics and Science Study (TIMSS) [2022] (Funded by DSEDJ of Macao Government for the Field Trial test administration and data collection)
• Assessment of Academic Quality for Learning Project [2021-2023] (Funded by Pui Cheng and Choi Kou)
• Macao-PISA 2022 Mathematical Literacy and Creative Thinking

Study [2019 – 2023] (Funded by DSEDJ of Macao Government)

• National Reading Item Bank Development Project [2019-2021]

(Funded by National Assessment Centre for Education Quality, Ministry of Education, China)

• Development of tools for the mining and analysis of computerized interactive data in the assessment of scientific literacy of primary and secondary students in China – A strategic science and technology development project of Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, China (Serve as High-end Foreign Expert of Beijing Normal University, i.e. 北京師範大學高端專家(外國/中國境外); Funded by Ministry of Science and Technology of China)
• Macao-PISA 2018 Reading Literacy Study [2016 – 2019]

(Funded by DSEJ of Macao Government)

• Macao-PISA 2015 Scientific Literacy and Collaborative Problem Solving Study [2013 – 2016] (Funded by DSEJ of Macao Government)
• Macao-PISA 2012 Mathematical Literacy Study [2010 – 2013]

(Funded by DSEJ of Macao Government)

• Macao-PISA 2009 Reading Literacy Study [2007 – 2010]

(Funded by DSEJ of Macao Government)

• Macao-PISA 2006 Scientific Literacy Study [2004 – 2007]

(Funded by DSEJ of Macao Government)

• A survey of examinations and tests in use taken by senior secondary students in Macao, China [2006]

(Funded by Research Committee of UM)

• Challenging mathematical problems in the classroom (ICMI-16 Study) [2006 – 2007]

(Funded by Research Committee of UM)

• Development of multiple intelligences for babies in subsidized child care centers in Macao, China [2005 – 2006]

(Funded by IAS of Macao Government)

• Realistic mathematics education and multiple intelligences inspired education: A study of mathematization in school mathematics (ICMI-15 Study) [2004 – 2005]

(Funded by Research Committee of UM)

• New Chinese mathematics curriculum standards (English version for primary/ junior secondary/ senior secondary grades), Basic Education Curriculum Research Centre, China [2004 – 2006]

(Funded by Basic Education Curriculum Research Centre, Capital Normal University, Ministry of Education, China)

• Brain-based Recommendations for Intellectual Development and Good Education: A self-rating Study (BRIDGE Study) [2003 – 2006]

(Funded by individual participating schools)

• School-based Multiple Intelligences Learning Evaluation System (SMILES Study) [1999 – 2003]

(Funded by individual participating schools)

• Development of school-based multiple intelligences textbooks and learning materials for kindergartens [1999 – 2006]

(Funded by Crystal Educational Publishing, Hong Kong, China)

• Meaningful measurement of cognitive and psychological processes [1989 – 1992]

(Funded by Center for Applied Research in Education, National Institute of Education, Singapore)

• School and Teacher Effectiveness in Singapore [1989 – 1992]

(Funded by Center for Applied Research in Education, National Institute of Education, Singapore)

• IEA Second International Science Study (Hong Kong, China) [1983 – 1985]
• IEA Second International Mathematics Study (Hong Kong, China) [1980 – 1981]

Editorial Work for Academic Journals

• Chinese/English Journal of Educational Measurement and Evaluation 教育測量與評估雙語季刊(Editorial Board Member) [2020 – present] [Journal of NCME and BNU]
• EURASIA Journal of Mathematics, Science and Technology Education (Associate Editor) [2017 – present] [SSCI/SCOPUS Journal]
• Curriculum and Instruction Quarterly課程與教學季刊(Editorial Board Member) [2005 – present] [TSSCI Journal]
• Educational Psychology (Consulting Editor) [2017 – 2020] [SSCI Journal]
• Hong Kong Educational Research Journal香港教育研究學報(Editorial Consultant) [2000 – 2016]
• New Horizons in Education教育曙光 (Editorial Consultant) [2001 – 2014]
• The International Electronic Journal of Mathematics Education (Editorial Board Member) [2006-2008]
• Exploration of Psychology 心理學探新 (Editorial Committee Member) [1999 – 2006] [CSSCI Journal]

Review Work for other Academic Journals

• Asia Pacific Journal of Education [SSCI]
• Asia-Pacific Educational Researcher [SSCI]
• British Journal of Educational Technology [SSCI]
• Chinese Journal of Science Education [TSSCI]
• Cogent Education
• Contemporary Educational Research Quarterly [TSSCI]
• Early Child Development and Care
• Educational Psychology [SSCI]
• Educational Research Review
• Frontiers of Education in China
• International Journal of Science and Mathematics Education [SSCI]
• Learning and Individual Differences [SSCI]
• School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice [SSCI]
• Social Indicators Research [SSCI]

Refereed Journal Articles

• Zheng, J.Q., Cheung, K.C., & Sit, P.S. (2024). A systematic review of academic resilience in East Asia: Evidence from the large-scale assessment research. Psychology in the Schools, 61(3), 1238-1254. [DOI: https://doi.org/10.1002/pits.23109] [SSCI; SCOPUS; Web of Science; Google Scholar]
• Zheng, J.Q., Cheung, K.C., & Sit, P.S. (2023). Identifying key features of resilient students in digital reading: Insights from a machine learning approach. Education and Information Technologies. [DOI: 10.1007/s10639-023-11908-0] [SSCI; SCOPUS; Web of Science; Google Scholar]
• Zheng, J.Q., Cheung, K.C., & Sit, P.S. (2023). The effects of perceptions toward interpersonal relationships on collaborative problem‑solving competence: Comparing four ethnic Chinese communities assessed in PISA 2015. The Asia-Pacific Education Researcher. [DOI:10.1007/s40299-023-00744-y] [SSCI; SCOPUS; Web of Science; Google Scholar]
• Zheng, J.Q., Cheung, K.C., Sit, P.S. (2022). Insights from two decades of PISA-related studies in the new century: A systematic review. Scandinavian Journal of Educational Research. [DOI:1080/00313831.2022.2148273] [SSCI; SCOPUS; Web of Science; Google Scholar]
• 蔡登瑩、張國祥、薛寶嫦 、楊文佳 (2022) 。中國四省市學生之信息通信技術熟悉度對教育公平的影響。教育測量與評估雙語季刊，3(3)，58-72。
• Jin, S.L., Fang, G.B., Cheung, K.C., & Sit, P.S. (2022). Factors associated with academic resilience in disadvantaged students: An analysis based on the PISA 2015 B-S-J-G (China) sample. Frontiers in Psychology. [DOI:10.3389/fpsyg.2022.846466][SSCI; SCOPUS; Web of Science; Google Scholar]
• Cheung, K.C., Sit, P.S., Mak, S.K. & Ieong, M.K. (2022). Learner Characteristics Enhancing Academic Resilience: Analysis of Five High-Performing Chinese Economies in PISA 2012. International Journal of Education and Psychology in the Community, 12(1&2), 89-111.
• 麥瑞琪、張國祥、薛寶嫦、楊文佳 (2022) 。從學校氛圍視角分析華人地區學生PISA 2018閱讀素養的表現。課程與教學季刊，25(4)，191-224。[TSSCI; Google Scholar; ISSN:1560-1277]
• 蘇華傑、張國祥、楊文佳、麥瑞琪 (2021) 。以資料採擷的方式探索區分高低數學素養表現學生之因素——以澳門社經弱勢及優勢背景學生為例 (Using data mining to explore factors that distinguish between students with high and low mathematical literacy performance – an example with socio-economically disadvantaged and advantaged students in Macao)。教育測量與評估雙語季刊 (Chinese/English Journal of Educational Measurement and Evaluation)，2(4)，15-26。[Google Scholar]
• Cheung, K.C., Sit, P.S., Mak, S.K. & Ieong, M.K. (2021). Secondary analysis of PISA data for grade level effect due to grade repetition on improvement in reading performance. International Journal of Education and Psychology in the Community, 11 (1&2), 180-194.
• Sit, P.S., Cheung, K.C., Ieong, M.K., & Mak, S.K. (2021). Students’ frequent exposure to bullying: comparing between low-achieving students of Macao and Taiwan in PISA 2015 well-being study Educational Psychology. [DOI: 1080/01443410.2021.1876214] [SSCI; SCOPUS; Web of Science; Google Scholar; ISSN: 0144-3410]
• Marôco, J., Assunção, H., Harju-Luukkainen, H., Lin, SW., Sit, P. S., Cheung, K.C., Maloa, B., Ilic, I.S., Smith, T.J., Juliana A.D.B. Campos, J.A.D.B. (2020). Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout? PLoS ONE, 15(10): e0239816. [DOI:1371/journal.pone.0239816 ] [SSCI; SCOPUS; Web of Science; Google Scholar]
• Assunção, H., Lin, S.W., Sit. P.S., Cheung, K.C., Harju-Luukkainen, H., Smith, T., Maloa, B., Campos, J., Ilic, I.S., Esposito, G., Francesca, F.M., Marôco, J. (2020). University student engagement inventory (USEI): Transcultural validity evidence across four continents. Frontiers in Psychology: Quantitative Psychology and Measurement, 10, 1-12. [DOI:10.3389/fpsyg.2019.02796] [SSCI; SCOPUS; Web of Science; Google Scholar]
• 麥瑞琪、張國祥、楊文佳、薛寶嫦 (2020)。從澳門某所中學的科學教育實踐案例探討學校多元評量實施的過程。科學教育月刋, 28(special issue), 457-482。[TSSCI; ISSN:1021-3708]
• 麥瑞琪、張國祥、楊文佳、薛寶嫦 (2019)。PISA 2015澳門學生科學素養性別差異分析。測驗學刋。66 (3), 249-284. [TSSCI; ISSN:1609-4905]
• Cheung, K.C., Mak, S.K., & Sit, P.S. (2018). Resolving the attitude-achievement paradox based on anchoring vignettes: Evidences from the PISA 2012 mathematics study. Asia Pacific Education Review, 19(3), pp. 389-399. [DOI: 10.1007/s12564-018-9526-9] [SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:1598-1037]
• Sit, P. S., Cheong, W. C., & Cheung, K. C. (2017). Prediction of digital problem-solving performance of the low-achievers of a high-performing economy in PISA 2012: Perseverance, Openness and ICT use as quality education indicators. Journal of Psychological and Educational Research, 25(2), 18-38. [SCOPUS; Web of Science; Google Scholar; ISSN: 2247-1537]
• Mak, S.K., Cheung, K.C., Soh, K.C., Sit, P.S., & Ieong, M.K. (2017). An examination of student- and across-level mechanisms accounting for gender differences in reading performance: A multilevel analysis of reading engagement. Educational Psychology. 37(10), 1206-1221. [DOI: 10.1080/01443410.2016.1242712] [SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:0144-3410]
• Jin, S.L., Cheung, K.C., & Sit, P.S. (2017). Task- and non-task-specific factors classifying problem-solving experts and novices: Comparing between students of the top ten high-performing Eastern and Western economies in PISA 2012. Contemporary Educational Research Quarterly, 25(3), 071-103. DOI : 6151/CERQ.2017.2503.03 [TSSCI; SCOPUS; Google Scholar; ISSN:1814-4810]
• Cheung, K.C. (2017).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. Educational Psychology. 37(8), 965-982. [DOI:10.1080/01443410.2016.1194372][SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:0144-3410]
• 金松麗、張國祥、薛寶嫦 (2016)。利用log文檔探析PISA 2012學生解難模式及相關認知和心理因素。測驗學刋，63(4)，227-252。[TSSCI; Google Scholar; ISSN:1609-4905]Ieong, M.K., Cheung, K.C., Sit, P.S., Soh, K.C., & Mak, S.K. (2016). Effects of economic, social and cultural status on mathematics performance: A multilevel mediation analysis of self-regulated learning processes. Contemporary Educational Research Quarterly, 24(4), 109-143. [TSSCI; Google Scholar; ISSN:1814-4810]
• 楊文佳、薛寶嫦、麥瑞琪、張國祥 (2016)。透過Log數據探析學生問題解決行為﹕以PISA 2012的公開題為例。測驗學刊。63(3), 153-178. [TSSCI; Google Scholar; ISSN:1609-4905]
• Cheung, K.C., Mak, S.K., Sit, P.S., & Soh, K.C. (2016). A typology of student reading engagement: Preparing for response to intervention in the school curriculum. Studies in Educational Evaluation. 48, 32-42. [DOI: 10.1016/j.stueduc.2015.12.001] [SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:0191-491x]{Note: Outstanding Achievement Award (Third Prize) in the Areas of Language, Education and the Arts, The 5^th Outstanding Achievement Awards for Macao Research in Humanities and Social Sciences.}
• Sit, P. , Cheung, K. C., Cheong, W. C., Mak, S. K., Soh, K. C.,& Ieong, M. K. (2015). What studying problems are faced by the adolescent grade repeaters in Macao: Uncovering underlying mechanisms based on evidences from the PISA 2012 Study. Asia Pacific Education Review, 16(3), 367-377. [DOI: 10.1007/s12564-015-9388-3] [SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:1598-1037]
• Cheung, K.C., Sit, P.S., Soh, K.C., Ieong, M.K., & Mak, S.K. (2014). Predicting academic resilience with reading engagement and demographic variables: Comparing Shanghai, Hong Kong, Korea and Singapore from the PISA perspective. The Asia-Pacific Education Researcher, 23 (4), 895-909. [DOI: 10.1007/s40299-013-0143-4] [SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:0119-5646]
• 楊文佳、張國祥、薛寶嫦、麥瑞琪(2014)。閱讀參與、家庭和學業背景對閱讀素養表現之影響：探討學業抗逆生及優勢低表現生的學習特徵。課程與教學季刊。17(3), 207-229. [TSSCI; Google Scholar; ISSN:1560-1277]{Note: Excellent Research Paper Award in the Areas of Language, Education and the Arts, The 4^th Outstanding Achievement Awards for Macao Research in Humanities and Social Sciences.}
• Sit, P.S., Cheung, K.C., Cheong, W.C., & Mak, S.K. (2014). The effects of webpage navigation on digital reading performance. The International Journal of Assessment and Evaluation, 20 (3), 22-36. [SCOPUS; Google Scholar; ISSN:2327-7920]
• Cheung, K.C., Mak, S.K., & Sit, P.S. (2013). Online reading activities and ICT use as mediating variables in explaining the gender difference in digital reading literacy: Comparing Hong Kong and Korea. The Asia-Pacific Education Researcher, 22 (4), 709-720. [DOI: 10.1007/s40299-013-0077-x] [SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:0119-5646]
• Cheung, K.C., Sit, P.S., & Mak, S.K. (2011). Parental engagement and home support for the betterment of adolescents’ reading literacy in Macao, Curriculum and Instruction Quarterly, 14(4), 93-116. [TSSCI; Google Scholar; ISSN:1560-1277]
• 張國祥(2010)。澳門在 PISA 2003 數學素養測試計劃中學校歸屬感相關議題之詳盡分析。課程與教學季刊，13(1)，95-116。[TSSCI; Google Scholar; ISSN:1560-1277]
• Sit, P.S., & Cheung, K.C. (2009). Key findings of the Macao-China PISA 2006 Scientific Literacy Study. Journal of Research in Education, Evaluation Studies, and Youth Policies, 1, 29-37. [Google Scholar; ISSN: 2036-5330]
• Cheung, K.C., & Sit, P.S. (2008). Electronic reading assessment: The PISA approach for the international comparison of reading comprehension. Journal of Educational Research and Development, 4 (4), 19-40. [Google Scholar; ISSN:2311-3278]
• Cheung, K.C. (2006). Educating preprimary teachers to teach for multiple intelligences. New Horizons in Education, 53, 103-113. [TSSCI; Google Scholar; ISSN:1818-3352]
• Chan, K.K.R., & Cheung, K.C. (2005). Information and communication technology for youths in Macao: Literacy, policies, provisions, and ICT curriculum. Journal of Youth Studies, 8 (2), 1-11. [Google Scholar; ISSN:1367-6261]
• Cheung, K.C. (2005). Development of a self-rating multiple intelligences computerized assessment system for intellectual development and student counseling. Educational Research Journal, 20 (1), 58-72. [Google Scholar; ISSN:1560-8263]
• 張國祥(2005)。數學化與數學現實思想。數學教育學報，14(1)，35-37。[CSSCI; Google Scholar; ISSN:1004-9894]
• 張國祥(2004)。詩經對多元智能在中國文化社會發端的貢獻。教育曙光，50，53-58。[TSSCI; Google Scholar; ISSN:1818-3352]
• 張國祥、張奠宙(2004)。世界數學教育課程發展概況：廿一世紀數學課程與教學改革國際學術研討會綜述。數學教育學報，13(4)，41-44。[CSSCI; ISSN:1004-9894]
• 張國祥(2004)。多元智能開發暨優質教育諮商自評系統的建設。全球華人計算機教育應用學報，2(1)，1-10。
• 張國祥(2003)。諸子競秀、桃李生輝：後現代多元智能教育特色釋要。教育曙光，47，18-25。[TSSCI; Google Scholar; ISSN:1818-3352]
• 張國祥(2003)。符合多元智能理論的教學活動設計。學前教育研究，1，36-38。[CSSCI; Google Scholar; ISSN:1007-8169]
• 張國祥(2003)。廿一世紀澳門幼兒教育的發展。學前教育，增刊，160-162。[ISSN:1005-6017]
• Zhang, D.Z, Cheung, K.C., & Song, N.Q. (2003). An overview of mathematics curricula in the east and west: Summary of reports at the 2002 Chongqing mathematics education conference. Journal of Southwest China Normal University (Natural Science), 28 (1), 1-10. [CSSCI; ISSN:1000-5471]
• 張國祥(2002)。多元智能評量與教學設計釋要。教育曙光，46，13-23。[TSSCI; Google Scholar; ISSN:1818-3352]
• 張國祥(2002)。從後現代多元智能角度分析中國數學課程新標準。數學教育學報，11(4)，12-15。[CSSCI; Google Scholar; ISSN:1004-9894]
• 張國祥(2002)。如何理解智能光譜的溝通橋樑作用。心理學探新，4，21 – 23。[CSSCI; Google Scholar; ISSN:1003-5184]
• 張國祥(2001)。幼兒教育名家思想給多元智能教育的啟示。心理學探新，3，26 – 29。[CSSCI; Google Scholar; ISSN:1003-5184]
• 張國祥(2001)。比內智力測驗與多元智能建構探微。教育曙光，43，11-17。[TSSCI; ISSN:1818-3352]
• 張國祥(2000)。教師專業成長行動研究計劃：校本多元智能學習評量系統設計。教育曙光，42，11-17。[TSSCI; Google Scholar; ISSN:1818-3352]
• 張國祥(2000)。多元智能理論的神經心理學基礎。心理學探新，4，8-11。[CSSCI; Google Scholar; ISSN:1003-5184]
• Cheung, K.C. (1998). Educating teachers for the information era. Educational Media International, 35 (4), 275-277. [ Google Scholar; ISSN:0952-3987]
• Cheung, K.C. (1995). On meaningful measurement: Issues of reliability and validity from a humanistic constructivist information processing perspective. Educational Research and Evaluation: An International Journal on Theory and Practice, 1 (1), 90-107. [SCOPUS; Google Scholar; ISSN:1744-4187]
• Cheung, K.C., & Mooi, L.C. (1994). A comparison between the rating scale model and dual scaling for Likert scales. Applied Psychological Measurement, 18(1), 1-13. [DOI: 1177/014662169401800101][SSCI; SCOPUS; Web of Science; Google Scholar; ISSN:0146-6216]
• Cheung, K.C. (1993). The learning environment and its effects on learning: Process and product modeling for science achievement at the sixth form level in Hong Kong. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 4 (4), 242-264. [SSCI; SCOPUS; Google Scholar; ISSN:0924-3453]
• Cheung, K.C. (1993). PLSPATH modeling of within-classroom science learning processes. Studies in Educational Evaluation, 19 (3), 235-255. [SSCI; SCOPUS; Google Scholar; ISSN:0191-491x]
• Cheung, K.C. (1993). The making of an effective sixth form education in Hong Kong: Evidence of school provision and decision making from the Second International Science Study. Educational Research Journal, 8, 97-106. [Google Scholar; ISSN:1560-8263]
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• Cheung, K.C. (1993). Education and society in Hong Kong: Toward one country and two systems: Book review. Singapore Journal of Education, 13 (2), 79-81. [SSCI; ISSN:0129-4776]
• Cheung, K.C. (1992). How teachers can construct multiple choice questions with meaningful test results. Teaching and Learning: A Publication for Teachers, 13 (1), 71-77. [Google Scholar]
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• Cheung, K.C., Keeves, J.P., Sellin, N., & Tsoi, S.C. (1990). The analysis of multilevel data in educational research: Studies of problems and their solutions. International Journal of Educational Research, 14, 215-319. [SSCI; Google Scholar; ISSN:0883-0355]
• Keeves, J.P. & Cheung, K.C. (1990). Significance testing and related issues. International Journal of Educational Research, 14, 299-306. [SSCI; Google Scholar; ISSN:0883-0355]
• Cheung, K.C., & Keeves, J.P. (1990). Testing multilevel product-process network. International Journal of Educational Research, 14, 233-244. [SSCI; Google Scholar; ISSN:0883-0355]
• Cheung, K.C. (1989). Gender difference on the junior secondary (Grade 7) mathematics curriculum in Hong Kong. Educational Studies in Mathematics, 20 (1), 97-104. [SSCI; Google Scholar; ISSN:0013-1954]
• Cheung, K.C. (1988). Outcomes of schooling: Mathematics achievement and attitudes towards mathematics learning in Hong Kong. Educational Studies in Mathematics, 19 (2), 209-221. [SSCI; Google Scholar; ISSN:0013-1954]

Books and Monographs

• Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K. (2023). Macao-PISA 2022 Report: Assessment of reading, mathematical and scientific literacy performance of 15-year-old students from an international comparative perspective. Macao: Educational Testing and Assessment Research Centre, University of Macau. [ISBN 978-99965-1-194-3]
• 張國祥、薛寶嫦、麥瑞琪、楊文佳 (2023)。澳門PISA 2022研究計劃報告：從國際比較的觀點評核15歲學生的閱讀、數學和科學素養表現。中國澳門：澳門大學教育測驗與評核研究中心。[ISBN 978-99965-1-193-6]
• Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K. (2020). Macao-PISA 2018 Report: Assessment of reading, mathematical and scientific literacy performance of 15-year-old students from an international comparative perspective. Macao: Educational Testing and Assessment Research Centre, University of Macau. [ISBN 978-99965-1-141-7]
• 張國祥、薛寶嫦、麥瑞琪、楊文佳 (2019)。澳門PISA 2018研究計劃報告：從國際比較的觀點評核15歲學生的閱讀、數學和科學素養表現。中國澳門：澳門大學教育測驗與評核研究中心。[ISBN 978-99965-1-124-0]
• 張國祥、高錦輝、薛寶嫦、麥瑞琪、楊文佳 (2019)。知心安學：澳門培正中學的科學教育。澳門：澳門培正中學。[ISBN 978-99965-671-7-9]
• 方燕芬、張國祥、薛寶嫦 (主編) (2019)。澳門PISA 2015問卷資料彙編。中國澳門：澳門大學教育與測驗評核研究中心。[ISBN 978-99965-1-134-9]
• Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K. (2018). Macao-PISA 2015 Report: Assessment of collaborative problem solving competency of 15-year-old students from an international comparison perspective. Macao: Educational Testing and Assessment Research Centre, University of Macau. [ISBN 978-99965-1-086-1]
• 方燕芬、張國祥、薛寶嫦 (主編) (2018)。澳門PISA 2012問卷資料彙編。中國澳門：澳門大學教育與測驗評核研究中心。[ISBN 978-99965-1-103-5]
• 張國祥、薛寶嫦、麥瑞琪、楊文佳 (2017)。澳門PISA 2015研究計劃報告：從國際比較的觀點評核15歲學生的協作式問題解決表現。中國澳門：澳門大學教育測驗與評核研究中心。[ISBN 978-99965-1-089-2]
• Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K. (2016). Macao-PISA 2015 Report: Assessment of scientific, reading and mathematical literacy performance of 15-year-old students from an international comparison perspective. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. [ISBN 978-99965-1-086-1]

{Note: Excellent Monograph/Book Award in the Areas of Language, Education and the Arts, The 5^th Outstanding Achievement Awards for Macao Research in Humanities and Social Sciences}

• 張國祥、薛寶嫦、麥瑞琪、楊文佳 (2016)。澳門PISA 2015研究計劃報告：從國際比較的觀點評核15歲學生的科學、閱讀和數學素養表現。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K. (2013). Macao-PISA 2012 Report: Assessment of mathematical, scientific and reading literacy performance of 15-year-old students from an international comparison perspective. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. [Google Scholar]
• 張國祥、薛寶嫦、麥瑞琪、楊文佳 (2013)。澳門PISA 2012研究計劃報告：從國際比較的觀點評核15歲學生的數學、科學和閱讀素養表現。中國澳門：澳門大學教育測驗與評核研究中心。
• 張國祥、方燕芬、薛寶嫦 (2013)。澳門PISA 2009問卷資料彙編。中國澳門：澳門大學教育與測驗評核研究中心。[Cheung, K.C., Fong, I.F., & Sit, P.S. (2013). A Compilation of Macao PISA 2009 Questionnaire Data and Information. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.]
• 張國祥(2007)。多元智能評量：兩項開創性的校本實驗研究。中國北京：教育科學出版社。[Cheung, K.C. (2007). Multiple Intelligences Assessment: Two Pioneering School-based Experimental Studies, Beijing: Educational Science Publishing] [Google Scholar]
• 張國祥、韋輝樑(2006)。多元智能開發暨優質教育諮商自評系統。中國澳門：澳門大學出版社。[Cheung, K.C., & Wai, F.L. (2006). Brain-based Recommendations for Intellectual Development and Good Education: A Self-rating System, Macao, China: University of Macau Publication Centre]
• 張國祥、李祥立(2006)。秉彝懿德：多元智能開發暨優質教育諮商自評系統實驗研究。中國澳門：澳門大學出版社。[Google Scholar]
• Cheung, K.C., & Li, C.L. (2006). Liberating Talents and Potentials in accordance with Developmental Regularities: An Experimental Research Study on Brain-based Recommendations for Intellectual Development and Good Education: A Self-rating System, Macao, China: University of Macau Publication Centre]
• 張國祥、鄧可心、林雨生(2003)。人各有智：多元智能自評實驗研究。中國澳門：澳門大學出版社。[Cheung, K.C., Tang, H.S., & Lam, Y.S. (2006). Every Child is Talented: An Experimental Study of Self-ratings of Students’ Multiple Intelligences, Macao, China: University of Macau Publication Centre] [Google Scholar]
• 張國祥(2003)。春風化雨：多元智能教育薈萃。中國香港：晶晶教育出版社。[Cheung, K.C. (2003). Raindrops Soothing amidst the Spring Wind: Exemplary Case Studies of Multiple Intelligences Inspired Education, Hong Kong, China: Crystal Educational Publishing] [Google Scholar]
• 張國祥、盧蘭馨(2003)。孺慕樂儀：多元智能開發與評價的實驗研究。中國澳門：澳門大學出版社。[Cheung, K.C., & Lou, L.H. (2003). Children Thank Teachers for being Educated: An Experimental Research Study on the Exploitation and Evaluation of Multiple Intelligences, Macao, China: University of Macau Publication Centre] [Google Scholar]
• 張國祥、盧蘭馨(2003)。孺慕樂儀：多元智能開發與評價的實驗研究。載於張奠宙、李士錡 (主編)，數學教育研究前沿(第一輯)。中國上海：華東師範大學出版社。[Cheung, K.C., & Lou, L.H. (2003). Children Thank Teachers for being Educated: An Experimental Research Study on the Exploitation and Evaluation of Multiple Intelligences, Shanghai: East China Normal University Publishing] [Google Scholar]
• 張國祥(2003)。如沐春風：多元智能課程與教學設計。中國香港：晶晶教育出版社。[Cheung, K.C. (2003). Bathing in the Spring Wind: Multiple Intelligences Curriculum and Instructional Design, Hong Kong, China: Crystal Educational Publishing] [Google Scholar]
• 張國祥(2001)。桃李芬芳：多元智能評量與適性教育。中國香港：晶晶教育出版社。[Cheung, K.C. (2001). Fragrant Educational Outcomes: Multiple Intelligences Assessment and Individually Configured Education, Hong Kong, China: Crystal Educational Publishing] [Google Scholar]
• 張國祥、韋輝樑(2001)。菁莪樂育：多元智能與教師專業成長。中國澳門：澳門電腦學會。[Cheung, K.C., & Wai F.L. (2006). Joyous Children Education: Multiple Intelligences and Teacher Professional Development, Macao, China:: University of Macau Publication Centre] [Google Scholar]
• 張國祥、韋輝樑、趙鈞鴻(2000/2002)。校本多元智能學習評量系統(使用手冊和電腦軟件) 。中國香港：晶晶教育出版社。[Cheung, K.C., Wai F.L., & Chiu K.H. (2006). School-based Multiple Intelligences Learning Evaluation System (Manuals and Computer Software), Hong Kong, China: Crystal Educational Publishing]
• Cheung, K.C., et al. (1993). Improving Singapore Schools: A Study of 58 Effective Schools. Singapore: Centre for Applied Research in Education, National Institute of Education.
• Cheung, K.C. (1992). On Meaningful Measurement: Concepts, Technology and Examples. Singapore: Center for Applied Research in Education, National Institute of Education. [Google Scholar]
• Cheung, K.C., Mooi, L.C., & Loh, W.F. (1991). Meaningful Assessment of Problem-solving Activities in the Classroom: Some Exemplars. Singapore: Center for Applied Research in Education, National Institute of Education. [Google Scholar]
• Cheung, K.C., Koh, W.K., Soh, K.C., & Mooi, L.C. (1990). Meaningful Measurement in the Classroom using the Rasch Model: Some Exemplars. Singapore: Institute of Education. [Google Scholar]
• Cheung, K.C., Keeves, J.P., Sellin, N., & Tsoi, S.C. (1990). The analysis of multilevel data in educational research: Studies of problems and their solutions. International Journal of Educational Research, 14(3), 215-319. [SSCI; Google Scholar]

Book Chapters

• Cheung, K.C., Jiang, C.L., Fan, L. (2023). Research and Research Culture in Mathematics Education: The Case in Macao, China. In B. Atweh, L. Fan, C.P. Vistro-Yu (Eds.). Asian Research in Mathematics Education. Mathematics Education – An Asian Perspective (pp.141-162), Singapore: Springer. [Print ISBN: 978-981-99-0642-0; Online ISBN: 978-981-99-0643-7]
• 張國祥、麥瑞琪、楊文佳、薛寶嫦(2019)。從PISA 2015幸福感視角探討粵港澳大灣區ICT課程的調整和優化。載於廣東省教育研究院 (主編)，南方教育評論：2018中國南方教育高峰年會思維盛宴 (頁132-142)。廣州：廣東高等教育出版社。[ISBN:978-7-5361-6366-9]
• Cheung, K.C., Mak, S.K., Sit, P.S., Ieong, M.K. (2018). Why Macao is commended as an economy of high-performance and high-equity amongst PISA 2015 participating economies? An explanation from an insider perspective. In C. Magno, & A. David (Eds.) Philippine and Global Perspectives on Educational Assessment (pp. 49-71), Philippines: Philippine Educational Measurement and Evaluation Association. [ISBN:978-621-95994-0-5]
• Cheung, K.C. (2015). Factors affecting mathematical literacy performance of 15-year-old students in Macao: The PISA perspective. In: B. Sriraman, J. Cai, K.H. Lee, L. Fan, Y. Shimuzu, C.S. Lim, & K. Subramaniam, (Eds.) The first sourcebook on Asian research in mathematics education: China, Korea, Singapore, Japan, Malaysia and India (pp. 91-110). Charlotte, NC: Information Age Publishing.
• 張國祥(2009)。澳門基礎教育質量指標的建構。載於單文經、林發欽 (主編)，澳門人文社會科學研究文選：教育卷 (頁48-64)。中國北京：社會科學文獻出版社。[Google Scholar]
• Cheung, K.C. (2009). Mismatch between cognitive and affective outcomes of mathematics learning in Macao: Seeing school system through PISA. In: B. Matthews, & T. Gibbons. (Eds.), The process of research in education: A festschrift in honor of John P Keeves (pp. 223-233). Adelaide: Shannon Research Press.
• Cheung, K.C. (2009). PISA as a catalyst for capacity building for educational evaluation in Macao. In: S.S. Peng, & C.K. Lee. (Eds.), Educational evaluation in East Asia: Emerging issues and challenges (pp.129-141).Nova Science Publishers. [SCOPUS; Google Scholar]
• 張國祥(2009)。多元智能評量：一種促進學生適性學習與發展的評量。載於李子健、張善培 (主編)，優化課堂教學：教師發展、伙伴協作與專業學習共同體 (頁416-429)。中國北京：人民教育出版社。[Google Scholar]
• Cheung, K.C. (2009). A decade of school-based MI teaching experiments in Macao. In: J. Chen, S. Moran, & H. Gardner, (Eds.), Multiple intelligences around the world (pp. 66-75). San Francisco: Jossey-Bass. [Google Scholar]
• Stillman, G., Cheung, K.C., Mason, R., Sheffield, L., Sriraman, B., & Ueno, K. (2009). Challenging mathematics classroom practices. In: E.J. Barbeau, & P.J. Taylor (Eds.), New ICMI Study Series 12: Challenging mathematics in and beyond the classroom (pp. 243-283). New York: Springer. [SCOPUS; Web of Science; Google Scholar]
• Holton, D., Cheung, K.C., Kesianye, S., de Losada, M., Leikin, R., Makrides, G., Meissner, H., Sheffield, L., & Yeap, B.H. (2009). Teacher development and mathematical challenges.  In: E.J. Barbeau, & P.J. Taylor (Eds.), New ICMI Study Series 12: Challenging mathematics in and beyond the classroom (pp. 205-242). New York: Springer. [SCOPUS; Web of Science; Google Scholar]
• Cheung, K.C. (2009). Reforming teaching and learning using theory of multiple intelligences: The Macao experiences. In: C.H. Ng, & P. Renshaw (Eds.), Reforming learning: Concepts, issues and practices in the Asia-pacific region(pp.159-179). Heidelberg: Springer [Web of Science; Google Scholar].
• 張國祥(2007)。評量與教學緊密結合的主題活動設計：澳門經驗。載於朱家雄 (編)，學前教育的中國視野 (頁 269-284)。中國上海：華東師範大學出版社。
• 張國祥(2006)。多元智能開發暨優質教育諮商自評系統實驗研究：一次兒童發展理論與教育技術應用的有建設性對話。載於章偉民 (主編)，全球視閾中的教育技術：應用與創新 (頁99-106)。中國上海：華東師範大學出版社。[Google Scholar]
• 張國祥(2005)。古代啟蒙讀物千字文對多元智能培育的貢獻。載於霍瑞次、陳城禮 (主編)，中國傳統文化與道德教育 (頁119-123)。中國香港：香港教育學院。[Google Scholar]
• 張國祥(2005)。如何落實多元智能評量與適性教育。北京教育學院多元智能工作室 (主編)，多元智能理論與實踐的中西交匯 (頁200-212)。中國北京：北京出版社。[Google Scholar]
• 張國祥(2004)。多元智能在香港及澳門。載於郭福昌、王長沛(主編)，多元智能在中國 (頁83-98)。中國北京：首都師範大學出版社。
• 王春燕、黃艾珍、李輝、張國祥、翁麗芳(合編) (2003)。香港、澳門、台灣幼兒教育。載於中國學前教育研究會 (主編)，百年中國幼教(1903-2003) (頁229-268)。中國北京：教育科學出版社。[Google Scholar]
• Cheung, K.C. (2003). Technology and learning. In: J.P. Keeves, & R. Watanabe (Eds.), International handbook of educational research in the Asia-Pacific region, 525-536. UK: Kluwer Academic Publishers.
• Cheung, K.C. & Keeves, J.P. (1998). Modeling processes and structure in science education. In: B.J. Fraser, & K.G. Tobin (Eds.), International handbook of science education, 1215-1228. UK: Kluwer Academic Publishers.
• Cheung, K.C. (1994). Practical mathematics and science testing. In: T. Husen, & T.N. Postlethwaithe (Eds.), The International encyclopedia of education, (2^nd), 8, 4643-4648. UK: Pergamon Press.
• Keeves, J.P., & Cheung. K.C. (1992). Introducing science: Performance at the 10-year old. In: J.P. Keeves (Ed.), Changes in science education and achievement: 1970-1984. UK: Pergamon Press.
• Cheung, K.C., Holbrook, J.B., & Meng, H.W. (1990). Student attainment. In: J.B. Holbrook (Ed.), Science education in Hong Kong: Pre-university science. Hong Kong, China: Hong Kong IEA Centre.
• Cheung, K.C., & Holbrook, J.B. (1990).  Biology, chemistry and physics teaching at the population three level. In: J.B. Holbrook (Ed.), Science education in Hong Kong: Pre-university science. Hong Kong, China: Hong Kong IEA Centre.
• Brimer, M.A., Cheung, K.C., & Holbrook, J.B. (1989). Sampling and administration. In J. B. Holbrook (Ed.), Science education in Hong Kong: Pre-university science. Hong Kong, China: Hong Kong IEA Centre.
• Brimer, M.A., Cheung, K.C., & Holbrook, J.B. (1989). Student attainment. In J.B. Holbrook (Ed.), Science education in Hong Kong: Primary and junior secondary science. Hong Kong, China: Hong Kong IEA Centre.
• Brimer, M.A., Cheung, K.C., & Holbrook, J.B. (1989). Sampling and administration. In J.B. Holbrook (Ed.), Science education in Hong Kong: Primary and junior secondary science. Hong Kong, China: Hong Kong IEA Centre.
• Cheung, K.C. (1988). Outcomes of schooling: Mathematics achievement and attitudes towards mathematics learning in Hong Kong. In: A.J. Bishop (Ed.), Mathematics education and culture(pp. 209-219). Netherlands: Kluwer Academic Publishers.

Other Publications

• 麥瑞琪、張國祥、楊文佳(2019)。兼備學術及實用價值的「教育質量監測系統」之在地化實踐研究。教師雜誌，61，25-32。
• 張國祥(2017)。PISA 2015的表現結果為澳門帶來的啟示。教師雜誌。55，2-6。
• 麥瑞琪、張國祥(2016)。澳門學生有需要留級嗎？PISA測試結果的論證。教師雜誌，54，14-19。
• 張國祥(2013)。推動澳門教育測量與評鑑：澳門大學教育學院教育測驗與評核研究中心。澳大新語，9，60-65。
• 張國祥、薛寶嫦(2008)。PISA 2006計劃的測試結果。教師雜誌。21，10-11。
• 張國祥(2004)。澳門教育制度檢討：基礎教育課程新規定。濠鏡，18，109-111。
• 張國祥(2004)。多元智能培育及記錄研究計劃。教師雜誌，7，16-18。
• 張國祥(2003) 。從多元智能角度跟家長談論閱讀與學習。百分百家長，9， 6-7。
• 張國祥(2002)。如何培訓教師從活動教學中求變。教師雜誌，3，65-68。
• 張國祥(2002)。透過多種求知方式及管道進行學習的教學安排示例。幼兒成長，17，32-39。
• 張國祥(2002)。如何正確採用教育目標分類法進行有信度和效度之教學評量。幼兒成長，14，36-41。
• 張國祥(2002)。極具當代後現代的適性教育特色之幼稚園課程。幼兒成長，14，14-17。
• 張國祥(2002)。如何訂定多元智能觀察項目的評量環境和評量標準。幼兒成長，13，14-19。
• 張國祥(2001)。如何正確解讀多元智能光譜因才施教。幼兒成長，12，20-25。
• 張國祥(2001)。兒童身體動覺智能的培養。幼兒成長，11，14-17。
• 張國祥(2001)。ROBOLAB：兒童通過檢驗想法來進行解難和創造的機械人實驗環境。幼兒成長，10，50-53。
• 張國祥(2001)。兒童語言智能的培養。幼兒成長，10，18-21。
• 張國祥(2001)。兒童音樂智能的培養。幼兒成長，9，24-27。
• 張國祥(2001)。兒童自然觀察智能的培養。幼兒成長，8，12-15。
• 張國祥(2001)。兒童內省智能的培養。幼兒成長，7，16-19。
• 張國祥(2000)。讓我們細心聆聽資訊新世代兒童的心底話。百份百家長，2，2-3。
• 張國祥(2000)。兒童人際智能的培養。幼兒成長，6，8-10。
• 張國祥(2000)。兒童邏輯數學智能的培養。幼兒成長，5，24-27。
• 張國祥(2000)。兒童空間智能的培養。幼兒成長，4，8-10。
• 張國祥(2000)。理想的課程設計與實施。幼兒成長，3，14-15。
• 張國祥(2000)。多元智能理論釋疑。幼兒成長，3，12-13。
• 張國祥(2000)。多元智能理論簡介。幼兒成長，2，16-17。
• 張國祥(2000)。優化澳門課程發展架構的幾點思考。課改快訊，3，1-2，中國澳門：澳門教育暨青年局。
• Cheung, K.C. (1995). Humanistic science education for the inculcation of societal values and environmental consciousness in adolescents of Macao. Journal of Macau Studies, 3, 58-66.
• Cheung, K.C. (1993). How are educational standards monitored in Australia and England? Modern Educational Bulletin, 26, 63-65.

Research & Technical Reports

• 澳門大學教育測驗與評核研究中心 (2022)。PISA 2018教師幸福感報告。中國澳門：澳門大學教育測驗與評核研究中心。(報告撰寫人：張國祥、薛寶嫦、麥瑞琪、楊文佳、何錫標)
• 澳門大學教育測驗與評核研究中心 (2019)。澳門45所參與PISA 2018 研究計劃學校報告。中國澳門：澳門大學教育測驗與評核研究中心。(報告撰寫人：張國祥、薛寶嫦、麥瑞琪、楊文佳、何錫標)
• Educational Testing and Assessment Research Centre, University of Macau (2019). School report for the 45 schools participating in the Macao PISA 2018 study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Authors: Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K., Ho, S. P.)
• 澳門大學教育測驗與評核研究中心 (2017)。澳門45所參與PISA 2015 協作式問題解決能力研究計劃學校報告。中國澳門：澳門大學教育測驗與評核研究中心。(報告撰寫人：張國祥、薛寶嫦、麥瑞琪、楊文佳、何錫標、陳偉庭)
• Educational Testing and Assessment Research Centre, University of Macau (2017). School report for the 45 schools participating in the Macao PISA 2015 collaborative problem solving competency study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Authors: Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K., Ho, S. P., & Chan, W. T.)
• 澳門大學教育測驗與評核研究中心 (2016)。澳門45所參與PISA 2015研究計劃學校報告。中國澳門：澳門大學教育測驗與評核研究中心。(報告撰寫人：張國祥、薛寶嫦、麥瑞琪、楊文佳)
• Educational Testing and Assessment Research Centre, University of Macau (2016). School report for the 45 schools participating in the Macao PISA 2015 Study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Authors: Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K.)
• 麥瑞琪、張國祥、薛寶嫦、楊文佳(2016)。澳門PISA 2012研究報告：學生的學校歸屬感。中國澳門：澳門大學教育測驗與評核研究中心。
• 張國祥、薛寶嫦、楊文佳、麥瑞琪 (2015)。從澳門PISA 2015教師調查研究檢視澳門中學教師專業發展、教學實務與工作滿意度。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K. C., Sit, P. S., Ieong, M. K., & Mak, S.K. (2015). Macao secondary teachers’ professional development, teaching practice and job satisfaction: Evidences from the PISA 2015 Teacher Survey. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 澳門大學教育測驗與評核研究中心 (2015)。澳門45所參與PISA 2015教師調查研究學校報告。中國澳門：澳門大學教育測驗與評核研究中心。(報告撰寫人：張國祥、薛寶嫦、麥瑞琪、楊文佳)
• Educational Testing and Assessment Research Centre, University of Macau (2015). School report for the 45 schools participating in the teacher survey of the Macao PISA 2015 Study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Authors: Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K.)
• Cheung, K. C., Sit, P. S., Ieong, M. K., & Mak, S.K. (2015). Comparison of performance of released items of digital reading and mathematics literacy in PISA 2009 and PISA 2012. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、楊文佳、麥瑞琪(2015)。PISA 2009及PISA 2012 數碼化閱讀及數學素養公佈試題之答題表現。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K. (2014). Macao-PISA 2012 Report: Digital assessment of problem-solving, mathematics and reading literacy performance of 15-year-old students from an international comparison perspective. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、麥瑞琪、楊文佳 (2014)。澳門PISA 2012研究計劃報告：從國際比較的觀點評核15歲學生的數碼問題解決、數碼數學和素碼閱讀素養表現。中國澳門：澳門大學教育測驗與評核研究中心。
• Educational Testing and Assessment Research Centre, University of Macau (2014). School report for the 45 schools participating in the digital component of Macao PISA 2012 Study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Responsible Authors: Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K.)
• 澳門大學教育測驗與評核研究中心 (2014)。澳門45所參與PISA 2012研究計劃學校數碼測試報告。中國澳門：澳門大學教育測驗與評核研究中心。(報告撰寫人：張國祥、薛寶嫦、麥瑞琪、楊文佳)
• Cheung, K.C., Sit, P.S., & Ieong, M.K. (2014). Comparison of mathematical literacy performance in PISA 2012 released items amongst top-performing economies and Macao. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、楊文佳 (2014)。澳門與高數學素養表現經濟體在PISA 2012公佈題目之答題表現。中國澳門：澳門大學教育測驗與評核研究中心。
• Educational Testing and Assessment Research Centre, University of Macau (2013). School report for the 45 schools participating in the print component of the Macao PISA 2012 Study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Authors: Cheung, K.C., Sit, P.S., Mak, S.K., Ieong, M.K., Fong, I. F., Cheong, W.C. & Tou, H.C.)
• 澳門大學教育測驗與評核研究中心 (2013)。澳門45所參與PISA2012研究計劃學校紙筆測試報告。中國澳門：澳門大學教育測驗與評核研究中心。(報告撰寫人：張國祥、薛寶嫦、麥瑞琪、楊文佳、方燕芬、蔣偉昌、杜浩芝)
• Cheung, K. C., Sit, P. S., Ieong, M. K., & Mak, S. K. (2013). Identification and examination of Macao’s academic resilient students in PISA 2009. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、楊文佳、麥瑞琪 (2013)。澳門學業抗逆生在PISA 2009的辨識和檢驗。中國澳門：澳門大學教育測驗與評核研究中心。
• Sit, P. S., Cheung, K. C., Cheong, W. C., & Mak, S. K. (2013). The effects of webpage navigation on digital reading performance. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 薛寶嫦、張國祥、蔣偉昌、麥瑞琪 (2013)。網頁導航對數碼閱讀表現的影響。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K. C. (2013). Digital reading instruction in an era of accountability: The case of Macao-China in PISA 2009 Study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥 (2013)。問責時代的數碼閱讀指導：以中國澳門在PISA 2009為例。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K. C. (2013). Active learning in physics classrooms for enquiry-based instruction: Lessons learned from the PISA 2006 study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥 (2013)。物理課堂主動積極學習以實踐探究為本教學：PISA 2006 研究計劃的啓示。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheng, C. W., Cheung, K. C., & Sit, P. S. (2013). Trends of print reading literacy performance for Macao 15-year-old students through the lens of PISA (2003-2009). Macao, China: Educational Testing and Assessment Research Centre, University of Macau. [Google Scholar]
• 鄭振偉、張國祥、薛寶嫦 (2013)。從PISA視角剖析2003-2009年澳門15歲學生的書面閱讀素養表現的趨勢。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., Sit, P.S., & Ieong, M.K. (2013). Comparison of scientific literacy performance in PISA 2006 released items amongst top-performing economies and Macao. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、楊文佳 (2013)。澳門與高科學素養表現經濟體在PISA 2006公佈題目之答題表現。中國澳門：澳門大學教育與測驗評核研究中心。
• Sit, P.S., & Cheung, K.C. (2011). Digital reading assessment in Macao-China PISA 2009: Findings and policy implications.Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 薛寶嫦、張國祥(2011)。中國澳門PISA 2009數碼閱讀素養評核：調查結果和政策影響。中國澳門：澳門大學教育測驗與評核研究中心。
• Educational Testing and Assessment Research Centre, University of Macau (2011). School Report for the 45 schools participating in the digital component of the Macao PISA 2009 Study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Authors: Cheung, K.C., Sit, P.S., Mak, S.K., Ieong, M.K., Fong, I. F., Lam, L. F., & Tou, H.C.)
• Cheung, K.C., Sit, P.S., Mak, S.K., Ieong, M.K., Fong, I.F., & Lam, L.F. (2011). Comparison of performance in PISA 2009 released reading literacy items amongst Macao, Taiwan, Hong Kong, Shanghai and OECD. Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、麥瑞琪、楊文佳、方燕芬、林麗芳(2011)。澳門、台灣、香港、上海和OECD在PISA 2009閱讀素養公佈題目答題表現之比較。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., Sit, P.S., Mak, S.K., Ieong, M.K., Fong, I.F., & Lam, L.F. (2011). Performance of sampled school in PISA 2009 released reading literacy Items.Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、麥瑞琪、楊文佳、方燕芬、林麗芳(2011)。PISA 2009 取樣學校閱讀素養公佈題目答題表現。中國澳門：澳門大學教育測驗與評核研究中心。
• Educational Testing and Assessment Research Centre, University of Macau (2010). School report for the 45 schools participating in the print component of Macao PISA 2009 Study. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. (Authors: Cheung, K.C., Sit, P.S., Mak, S.K., & Ieong, M.K.)
• Cheung, K.C., & Sit, P.S. (2010). Macao PISA 2009 report: Assessment of reading, mathematical and scientific literacy performance of 15-year-old students from an international comparison perspective. Macao, China: Educational Testing and Assessment Research Center, University of Macau.
• 張國祥、薛寶嫦(2010)。澳門 PISA 2009 研究計劃報告書：從國際比較的觀點評核15歲學生的閱讀、數學和科學素養表現。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., & Sit, P.S. (2009). Preparing for Macao PISA 2009: Electronic reading assessment test delivery system and released tasks. Macao, China: Educational Testing and Assessment Research Center, University of Macau.
• 張國祥、薛寶嫦(2009)。為澳門 PISA 2009 作準備：電子閱讀測試的測驗傳送系統和公佈的題目。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., & Sit, P.S. (2008). Preparing for Macao PISA 2009: Mathematics assessment framework, released items and coding guides Macao, China: Educational Testing and Assessment Research Center, University of Macau.
• 張國祥、薛寶嫦(2008)。為澳門 PISA 2009 作準備：數學評核框架、公佈的題目和評分指引。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., & Sit, P.S. (2008).  Preparing for Macao PISA 2009: Reading assessment framework, released items and coding guides.  Macao, China: Educational Testing and Assessment Research Center, University of Macau.
• 張國祥、薛寶嫦(2008)。為澳門 PISA 2009 作準備：閱讀評核框架、公佈的題目和評分指引。中國澳門：澳門大學教育測驗與評核研究中心。
• 張國祥、薛寶嫦(2008)。2006學生能力國際評估計劃公佈的科學題目。中國澳門：澳門大學教育測驗與評核研究中心。
• 單文經、楊秀玲、張國祥等(2007)。 澳門非高等教育課程檢視與改革路向擬議。澳門特區政府教育暨青年局委託之研究期末報告。中國澳門：澳門大學教育學院。[Google Scholar]
• Cheung, K.C., Sit, P.S., Chan, K.L., & Chong, K. (2007). School report for the 43 schools participating in Macau-PISA 2006 Study.Macao, China: Educational Testing and Assessment Research Centre, University of Macau.
• 張國祥、薛寶嫦、陳敬濂、鍾健(2007)。澳門43所參與PISA2006研究計劃學校報告。中國澳門：澳門大學教育測驗與評核研究中心。
• Cheung, K.C., & Sit, P.S. (2007). Macao PISA 2006 Study report number one: Assessment of scientific, mathematical and reading literacy performance of 15-year-old students from an international comparison perspective. Macao, China: Educational Testing and Assessment Research Centre, University of Macau. [Google Scholar]
• 張國祥、薛寳嫦(2007)。澳門PISA2006研究計劃第一號報告書：從國際比較的觀點評核15歲學生的科學、數學和閱讀素養表現。中國澳門：澳門大學教育測驗與評核研究中心。[Google Scholar]
• 姚偉彬、單文經、張國祥(主編) (2006)。澳門大學銀禧紀念圖冊。中國澳門：澳門大學。
• 趙鈞鴻、張國祥(2006)。澳門受政府輔助托兒所嬰幼兒多元智能發展顧問研究計劃報告 (第二階段)。中國香港：陸趙鈞鴻兒童發展研究中心。
• 張國祥、趙鈞鴻(2005)。澳門受政府輔助托兒所嬰幼兒多元智能發展顧問研究計劃報告 (第一階段)。中國澳門：澳門大學教育學院。
• Lo, L.F., & Cheung, K.C. (2005). 2003 Macao-PISA final report: Assessment of 15-year-old Macau students. Macao, China: The Macau-PISA Centre, Faculty of Education, University of Macau. [Google Scholar]

Educational Resource Materials

• 趙鈞鴻 (編著)、朱家雄、張國祥 (編輯顧問) (2002)。幼稚園學習資料：高班上下學期共14冊，中國香港：晶晶教育出版社。(附節期學習資料、教學光碟及教學資源手冊)
• 趙鈞鴻 (編著)、朱家雄、張國祥(編輯顧問) (2002)。幼稚園學習資料：低班上下學期共10冊，中國香港：晶晶教育出版社。(附節期學習資料、教學光碟及教學資源手冊)
• 趙鈞鴻 (編著)、朱家雄、張國祥 (編輯顧問) (2002)。幼稚園學習資料：幼兒班上下學期共10冊，中國香港：晶晶教育出版社。(附節期學習資料、教學光碟及教學資源手冊)
• 趙鈞鴻 (編著)、朱家雄、張國祥 (編輯顧問) (2003)。幼稚園學習資料：高班上學期共7冊，中國上海：中國福利會。
• 趙鈞鴻 (編著)、朱家雄、張國祥 (編輯顧問) (2003)。幼稚園學習資料：低班上學期共7冊，中國上海：中國福利會。
• 趙鈞鴻 (編著)、朱家雄、張國祥 (編輯顧問) (2003)。幼稚園學習資料：幼兒班上下學期共7冊，中國上海：中國福利會。

Invited/Keynote Address

• 張國祥 (2023，5月20日)。PISA: 測評內容與技術新進展。特邀報告發表於「大規模教育測評技術及應用研討會」，北京師範大學、中國珠海。
• 薛寶嫦、張國祥 (2022，12月20日)。PISA 2025科學素養研究計畫之概念化。特邀報告發表於「第三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。
• 麥瑞琪、張國祥 (2022，12月20日)。PISA 2022 數學素養測試結果的分析和彙報。特邀報告發表於「第三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。
• 楊文佳、張國祥 (2022，12月20日)。TIMSS 2023研究計畫之概念化。特邀報告發表於「第三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。
• 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 21^st 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)。從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)。從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 10^th 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 與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 (下) (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 10^th 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 5^th 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 4^th 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 6^th 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 21^st 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 36^th 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)。從 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 9^th 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 9^th 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 9^th 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 42^ndAnnual 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 42^ndAnnual 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 42^ndAnnual 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 40^th 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 40^th 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 40^th 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 12^th 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 14^th 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 14^th 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 the18^th 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 6^th 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 13^th 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 16^th 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 1^st 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 26^th 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 11^th 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 11^th 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 15^th 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 10^th 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 10^th 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 10^th 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 7^th 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 21^st 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.
• Cheung, K.C. (1994, July).  Assessing quality of learning in higher education: Methods, models and perspectives. Paper presented at the Sixth International Conference on Assessing Quality in Higher Education, Hong Kong, China. [Google Scholar]
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• 張國祥、汪甄南(1994，3月)。澳門過渡期數理教育狀況與前景。發表於世界經濟發展中海峽兩岸暨港澳地區全民教育發展之展望學術研討會，台北、中國台灣。
• Cheung, K.C. (1993, December). A comparison of educational ideology between Zhong Yong and Plato’s Republic: Implications for a humanistic constructivist philosophy in mathematics education. Paper presented at Annual Symposium on Philosophy and Culture, Macao Association of Chinese Philosophy, Macao, China.
• Cheung, K.C. (1993, December). Philosophy and principles of mathematics teacher education with reference to Xue Xi. Paper presented at Symposium on Population and Development organized by University of Macau and the Macau Foundation, Macao, China.
• 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. (1991, September).  Attributions, meta-cognition and mathematical problem solving. Paper presented at the International Seminar on the State of the Art Research in Science and Mathematics Education in South East Asia and the Pacific, RECSAM, Penang, Malaysia.
• Cheung, K.C. (1990, July). To grow and glow: Towards a model of teacher education and professional development. Paper presented at the 36^th 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]
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