CHIU Ming Ming 趙明明

Research Projects


  • The Hong Kong-PISA Project: Monitoring the Quality of Education in Hong Kong from an International Perspective
  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, CHUN Ka Wai Cecilia (Dept of Curriculum & Instruction), SZE Man Man Paul (Dept of Curriculum & Instruction), YIP Din Yan (Dept of Curriculum & Instruction), MAN Yee Fun Evelyn (Dept of Curriculum & Instruction), CHIU Ming Ming (Dept of Educational Psychology) WONG Ka Ming*, HO Wai Kit (Dept of Curriculum & Instruction)
    1 November 2000
    Quality Education Fund, HKSAR Government

    Monitoring the quality of education by tracking students' achievement is a major issue in the current education reform. Program for International Student Assessment (PISA) is an international assessment of the skills and knowledge of 15-year-olds conducted by The Organization for Economic Cooperation and Development (OECD) in thirty-two countries. It aims to assess how far students approaching the end of compulsory education have acquired the knowledge and skills that are essential for full participation in study, work, and society. Implementing PISA in Hong Kong allows creation of a new monitoring system from an international perspective. The proposed project will parallel the first cycle of the PISA study. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database.

    The objectives of the project are: (1) include Hong Kong in the network of international student assessment projects; (2) promote collaboration among governments on assessment policy; (3) monitor students' achievement in reading, mathematics and science; (4) investigate the effectiveness of basic schooling; (5) provide a baseline profile of the knowledge and skills of Hong Kong students at the end of compulsory education; (6) report results of education system's quality; and (7) train education evaluators and practitioners in monitoring school performance. (ED20023)


  • Modeling Students’ Sense of Belonging at School (SOBAS) in Hong Kong
  • CHIU Ming Ming
    1 December 2007
    CUHK Research Committee Funding (Direct Grants)

    The social fabric of a nation depends in part on whether its people feel a sense of belonging to the society. Schools can help (or hinder) children’s integration into society through their interactions with teachers and schoolmates. Thus, in addition to academic achievement, we must measure the success of a school system through students’ sense of belonging at school (SOBAS). In a recent international study (OECD-PISA), Hong Kong students showed high academic achievement, but they had the lowest SOBAS among 43 countries. This study extends this line of research by examining the effects of a student’s and schoolmates’ family resources, teachers, and student factors on SOBAS in Hong Kong students. Furthermore, we test whether these effects differ across school contexts within Hong Kong. We analyze these processes using questionnaire responses from a representative sample of 193,073 students from 41 countries, including 4,405 students from 140 schools in Hong Kong. Using advanced statistical methods, we examine how family, school, teacher, and student properties affect SOBAS at the student and school levels. A better understanding of these processes can guide Hong Kong government’s and schools’ educational and social policies to improve students’ SOBAS. By doing so, schools can aid our students’ integration into the social fabric of our Hong Kong society. (ED07704)


  • Programme for International Student Assessment (PISA) 2006 in Hong Kong
  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick (Curriculum & Instruction), LAW Huk Yuen (Curriculum & Instruction), MAN Yee Fun Evelyn (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), SZE Man Man Paul (Curriculum & Instruction), TONG Choi Wai (Hong Kong Institute of Educational Research), CHIU Ming Ming (Educational Psychology)
    11 October 2004
    Education & Manpower Bureau, HKSAR Government

    The Programme for International Student Assessment (PISA) is a new regular survey of 15-year olds assessing their preparedness for adult life. The PISA programme was launched in 1997 by the OECD with the objective to develop regular, reliable and policy relevant indicators on student achievement. The data strategy defines three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 and HKPISA 2003 were successfully implemented by the HKPISA Centre, the Hong Kong Institute of Educational Research of me Chinese University of Hong Kong. PISA 2006 constitutes the third cycle of the project, which will be conducted in 2004-2006. The purpose of the HKCPISA 2006 study is to continue the investigation of HKPISA2000 and HKPISA2003 and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will parallel the third cycle of PISA study conducted by the OECD in over 40 countries. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students’ learning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED04383)


  • Programme for International Student Assessment 2003 in Hong Kong
  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, WONG Ka Ming Patrick (Dept of Curriculum & Instruction), LAM Chi Chung (Dept of Curriculum & Instruction), YIP Din Yan (Dept of Curriculum & Instruction), CHIU Ming Ming (Dept of Educational Psychology), CHUN Ka Wai Cecilia (Dept of Curriculum & Instruction), SZE Man Man Paul (Dept of Curriculum & Instruction), MAN Yee Fun Evelyn (Dept of Curriculum & Instruction)
    1 April 2002
    Education Department, Hong Kong SAR Government

    The programme for International Student Assessment (PISA) is a regular survey of 15-year olds assessing their preparedness for adult life. The OECD, with the objective to develop regular, reliable and policy relevant indicators on student achievement, launched the PISA programme in 1997. There are three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 is being successfully implemented in Hong Kong by the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong. HKPISA 2003 constitutes the second cycle of the project, which is supported by The Chinese University of Hong Kong in preparing the field trial in 2002. The HKPISA 2003 study will be conducted in 2003-2006 in over forty countries. The purpose of the HKPISA 2003 study is to develop a longitudinal database for the study of several problems confronting 15-year old youths in Hong Kong secondary schools. The result of the study will extend our understanding of the cumulative yield of the education system for students who will nearly finish their basic compulsory education in Hong Kong. Moreover, the cross-cultural, multilevel and longitudinal design of the study will extend the literature on school effectiveness and will be useful to policy-makers, school administrators, teachers, parents and students. (ED01712)


  • Programme for International Student Assessment 2009 in Hong Kong
  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, MAN Yee Fun Evelyn (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), LAU Kit Ling (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick*, WONG Ka Lok*, LO Nai Kwai Leslie, CHIU Ming Ming (Educational Psychology), HUNG Fan Sing (Hong Kong Institute of Educational Research)
    11 September 2007
    Education Bureau

    The Programme for International Student Assessment (PISA) is developed by the Organization for Economic Co-operation and Development (OECD). It aims at assessing how well students aged 15 near the end of compulsory education have acquired the knowledge and skills essential for participation in society. Operationally the literacy domains of reading, mathematics, and science are assessed. Background data are also collected using questionnaires. Based on the findings, educational indicators are developed to help governmental bodies and policy makers examine, evaluate, and monitor the effectiveness of the education system at both national and school levels. The study takes place every 3 years starting from 2000, with each of the literacy domains in turn to be the major domain and subjected to deeper investigation. PISA 2009 will have Reading as the major domain and reading of electronic text will also be assessed. The purpose of the PISA 2006 in Hong Kong is to continue the investigation of previous PISA cycles (2000, 2003 and 2006) and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will simultaneously carried out in about 60 countries or regions. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students earning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED07310)


  • Resources, Distribution, School Autonomy and Student Achievement: Modeling Direct Subsidy Scheme (DSS) Effects
  • CHIU Ming Ming, CHOW Wing Yin, LI Yuk Yung (Educational Administration & Policy)
    30 September 2006
    Public Policy Research Funding Scheme

    Equal educational opportunities tend to improve students’ academic outcomes. We will examine how student achievement is affected by resources (of a student’s family, schoolmates, teachers, and school), their distribution (degree of inequality), and principals’ and teachers’ autonomy to use school resources in Hong Kong. The Progress in International Reading Literacy Study (PIRLS) data include reading test scores of 5,050 representative primary 4 students in 147 Hong Kong schools, and questionnaires completed by the students, parents, teachers, and principals. Applying advanced statistical techniques to this data, we will estimate the effects of student, family, schoolmate, and school resources, distribution, and autonomy on reading scores.

    These results can inform education policy, notably the Direct Subsidy Scheme (DSS) expansion to more schools. DSS sought to improve education quality by giving schools more autonomy over use of their resources, tuition, and selection of incoming students. Critics claim that DSS increases inequality and lowers student achievement because DSS schools have more resources and more autonomy than other schools. A conventional comparison study of DSS vs. non-DSS student scores would fail to consider the system-wide impact of changing non-DSS schools to DSS schools. For example, the fall in non-DSS student scores might exceed the rise in DSS student scores, yielding lower overall scores. Hence, we must model changes in the entire school system. We will first mathematically model school system changes due to DSS expansion (to 10%, 25%, 50%, 75% or 100% of Hong Kong schools). Using the above HK-PIRLS estimated effects, we compute and compare the expected reading scores of all students (DSS and non-DSS), under different DSS expansion scenarios. In addition to evaluating DSS expansion policy, this study introduces a general model for evaluating how policy changes affect an entire school system. (ED06833)


  • 「香港文學教育:香港文學欣賞教材套」研究與發展計劃 (Teaching and Learning of Hong Kong Literature: An Education Kit for Project: An Education Kit for Promoting the Appreciation of Hong Kong Literature)
  • 崔晶盈 CHUI Ching Ying, 趙明明 CHIU Ming Ming (Dept of Educational Psychology), 李子建 LEE Chi Kin John, 黃顯華, WONG Hin Wah 盧乃桂 LO Nai Kwai Leslie (Dept of Educational Administration & Policy), 余迺永 YU Nae Wing
    1 January 2003
    Hong Kong Arts Development Council

    此計劃旨在配合中國語文教育領域的課程改革以及教與學的理論﹐就加強文學元素、單元教材編選設計、資訊科技輔助教學等方面﹐研究開發香港文學教學軟件。 計劃同時希望透過系統的編選﹐從點到面﹐整體而概括地呈現香港文學的發展面貌﹐以期在校園內提倡及推廣香港文學教育。軟件設計將會著重發揮個別化學習的功能﹐照顧學習者的差異﹐務求達致高效能的教與學。 (ED02384)



Research Publications


  • "Architectures of mathematics beliefs: Individual and school-level differences among Hong Kong Primary 6 students." (co-authored with WONG Ngai Ying; LAM Chi Chung; WONG Ka Ming Patrick; LEUNG Ks Frederick and MOK Ac Ida.) Educational Research Journal (Hong Kong) vol.20 no.1 July 2005), pp.27-55
    (CUHK Library Call No: UL HKS Periodical LB1028 .E36; CC Periodical LB1028 .E36)



  • "Family Effects on Student Achievement in Hong Kong." (co-authored with HO Sui Chu) Asia Pacific Journal of Education (Routledge Taylor & Francis Group) vol.26 no.1 (May 2006), pp.21-35
    (CUHK Library Call No: Available Online)



  • "Hong Kong Student Achievement in OECD-PISA Study: Gender Differences in Science Content, Literacy Skills and Test Item Formats." (co-authored with YIP Din Yan; and HO Sui Chu) International Journal of Science and Mathematics Education (National Science Council, Taiwan) vol.2 no.1 (2004), pp.91-106
    (CUHK Library Call No: CC Periodical Q181.A1 I56; Available Online)



  • "Leadership for social justice in Hong Kong Schools: Addressing mechanisms of inequality." (co-authored with WALKER Allan David) Journal of Educational Administration (Emerald,) vol.45 no.6 (2007), pp.724-739
    (CUHK Library Call No: CC Periodical LB2806 .J6; Available Online)



  • "A statistical approach to second language grammar knowledge: A longitudinal, cross-sectional study of Hong Kong students".(co-authored with CONIAM David; and TANG Lai Yiu Eunice) Educational Research Journal (Hong Kong SAR) vol.34 no.2 (2006), pp.195-215
    (CUHK Library Call No: UL HKS Periodical LB1028 .E36; CC Periodical LB1028 .E36)


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