Victoria Junior College, Singapore, Singapore

Abstract: The Full Subject-Based Banding (Full SBB) system implemented by the Singapore Ministry of Education has thoroughly restructured the ability-based education framework in secondary schools, breaking the traditional fixed streaming model and allowing students to select subjects at different difficulty levels according to their subject abilities. This marks a comprehensive transformation of Singapore's basic education from "unified standardized assessment" to "personalized adaptive assessment." As a core A-Level subject in Singapore, high school physics combines theoretical abstraction, experimental rigor, and mathematical comprehensiveness, making it one of the most challenging subjects for implementing Full SBB differentiated education. Current educational measurement in Singapore high school physics generally faces four core problems: "mismatch between assessment standards and subject stratification, difficulty in quantifying physics thinking through paper-and-pencil tests, crude experimental process measurement, and insufficient assessment validity under burden-reduction policies." Traditional summative unified assessments cannot adapt to the differentiated learning needs of G1, G2, and G3 students, making it difficult to support Singapore's assessment reform goals of "burden reduction, quality improvement, competency first, and differentiated education."

Based on Singapore's local education reform policies and frontline high school physics teaching practices, this study innovatively constructs a stratified process-oriented precision measurement system for high school physics adapted to the Full SBB system. It reconstructs measurement scales, quantification dimensions, and evaluation weights according to different subject levels, distinguishing four measurement modules: theoretical academic ability, experimental operation, scientific thinking, and inquiry innovation, thereby resolving the structural contradiction between homogenized assessment and differentiated stratified teaching. A comparative empirical study of parallel classes in a Singapore high school shows that the stratified precision measurement system can significantly improve the accuracy of academic diagnosis for students at different levels, standardize physics experiment measurement criteria, effectively implement Singapore's campus burden-reduction assessment policy, and facilitate the precise implementation of stratified teaching.

This study aligns with Singapore's latest SEC certificate reform and competency assessment orientation, filling the research gap in local high school physics stratified measurement and providing a practical frontline paradigm for Singapore secondary school science precision education measurement reform.

Keywords: Singapore high school physics; educational measurement; Full SBB; stratified assessment; process-oriented evaluation; competency evaluation