Jurong Vista Secondary School, Singapore

Abstract: Aiming at the prominent problems in Singapore’s secondary mathematics assessment, including result dominance over learning processes, single-dimensional diagnosis, and delayed feedback, this study constructs a three-dimensional assessment model centered on learning process tracking, supported by competency transfer assessment and dynamic adjustment mechanisms. A two-year teaching experiment conducted in four Singapore secondary schools (N=320) verifies that the proposed model improves students’ mathematical modeling ability by 39%, increases the transfer rate of problem-solving skills by 32%, and raises the timeliness of teaching decision-making driven by assessment data by 85%. The core innovations include: (1) the development of a “problem-solving thinking path map” analytical tool; (2) the establishment of a dual-scenario assessment linkage mechanism covering classroom and family settings; (3) the design of a dynamic competency growth portfolio adapted to Singapore’s educational system.

Keywords: process-oriented assessment; competency transfer; dynamic adjustment; problem-solving path map; Singapore mathematics education