近年澳門學校致力推行素質教育，其中關於如何妥善處理學生能力差異問題， 如何設置課程因「才」施教，如何有系統的進行多元化評量，從而因勢利導，充分發揮學童各種潛能，達到「想學」、「會學」、「樂學」的教學理想，乃素質教育成敗關鍵所在。 本計劃試圖通過行動研究，由筆者帶領，讓數所學校共同商議如何實踐因「才」 施教，從而促進教師專業成長。經商議後，行動研究的首要目的是建立一個以學校為本位的多元智能學習評鑑系統（SMILES），教師可以通過評量學童多元智能發展情況， 提供反饋訊息開展適性素質教育。本文著重描述此系統的設計原理，以及闡明參與此 研究的學校需要注意的地方，讓有興趣加入本研究計劃的學校瞭解研究規模和要求， 已成功完成是項研究的學校的成果將陸續令文發表。

Recently, quality education is high up in the educational agenda of Macao schools. Students should be willing to learn, able to learn, as well as happy to learn. There is a need to examine student ability variations, curriculum design and implementation, and systematic performance assessment so that students’ inner potential can be maximally developed. Through action research, it is hoped that schools can work together with the researcher to experiment practices of individually-configured education for purposes of teacher professional development. Based on Gardner’s Theory of Multiple Intelligences, participating schools agreed that the main purpose of action research is to develop a school-based system assessing students’ spectrum of multiple intelligences so as to provide formative information for the implementation of quality education. This paper outlines the design aspects of this School-based Multiple Intelligences Learning Evaluation System (SMILES). It draws attention to the participating schools on the issues pertinent to the success of the study. This paper is a proposal written to inform schools interested in this project on the scope and commitments. The research findings of the individual schools are to be reported in due course.