Li Zhen: There definitely needs to be a balance between written examinations and skills-based assessments.
I CONFESS; I was among those who grumbled about the abolishment of the Primary School Achievement Test (UPSR) and the Form Three Assessment (PT3) in 2021 and 2022, respectively. I felt it wasn’t fair.
As part of the first batch of students introduced to the Primary School Standard Curriculum (KSSR) in 2011 and the Secondary School Standard Curriculum (KSSM) in 2017, my peers and I went through turbulent changes.
From textbooks and examination formats to higher order thinking skills (HOTS) questions, everything was new and supposedly “tougher”. We were the “lab rats”.
The examination formats for our UPSR, PT3 and Malaysian Certificate of Education (SPM) were confirmed only a few months prior to us being tested. It was an emotional roller coaster, to say the least.
So, imagine my indignation when I found out that my primary and lower secondary school juniors do not have to undertake the examinations.
My sentiments aside, let us take a look at the new system. Students are now evaluated based on formative and summative classroom-based assessments; physical activity, sports and cocurricular assessments (PAJSK); and psychometric assessments.
This is a more holistic approach to identifying individual strengths and weaknesses of students. A student’s worth will not be reduced to just examination scores.
Instead of merely regurgitating examination-formatted answers, students can actually nurture their creativity and learn to think outside the box.
In addition, since 2019, primary school pupils from Years One to Three do not have to sit for examinations. The focus of lower primary education is now on building a child’s character and interests.
The new system is quite similar to that of Finland, which is known to have one of the best education systems in the world. It is a progressive step in moving away from an overemphasis on examinations, which has drawn criticism over the years. It is also easier on the mental health of students.
Learning is meant to be fun – this is what the new system also hopes to instil in students. It should not be all about chasing better grades, but also about gaining knowledge for the future.That said, for someone who had undergone the old system, I must say the UPSR and the PT3 prepared me to sit for the SPM. Both gave me the experience of figuring out how early I should start revising for an examination, and what kind of study method worked for me.
Both gave me time to find my feet before facing the SPM. It was these examinations that built my resilience to cope better during stressful situations.
The old system didn’t mean that academics was all that we could focus on. I, including many of my peers, still found time to indulge in various extracurricular activities to build our character and soft skills, besides exploring other interests.
The key was finding a balance; we had to be disciplined and manage our time to do well in both our academic and non-academic pursuits. We could achieve what the new system hopes to inculcate in students by just being a little more proactive.
So, while the new system provides a more holistic assessment, can we be sure that students will be sufficiently prepared to advance in their studies?
The lack of emphasis on examinations may create a mentality that studying is not as important anymore, which is not true.
Most universities around the world still value grades for admissions; hence, education can never run away from examinations. Less stress is good, but too little of it may lead to one having no motivational force for progression.
Without the UPSR and the PT3, will students be able to build the discipline and resilience needed to prepare for the SPM and many other examinations to come when they pursue their tertiary studies?
It’s not just students who are affected, but our teachers as well. Are teachers ready and equipped for this rather abrupt change? Our education system had remained examination-dependent since independence; teachers were mostly trained to prepare students for examinations.
The sudden change has left schools scrambling to restructure their assessment methods and fill in gaps based on the Education Ministry’s guidelines.
The new system demands more focus on each individual child; are teachers up to the challenge?
If we’re still facing problems such as not having enough “qualified” teachers to conduct the Dual Language Programme (DLP), can we say that we have enough “qualified” teachers to take on these changes?
The weak English language literacy among our students should be addressed. This is not a matter of “whitewashing” but rather, so that our graduates can compete in the workforce and even excel on the international stage.
It’s frustrating to see the validity of the DLP being questioned in this modern era. Don’t lower standards and quality just because we can’t keep up with the demand; instead, provide more training and support. Politics and other agendas should not interfere with the education system.
Some topics can also be emphasised to raise awareness among students about current issues such as climate change and our political system in light of Undi 18.
To instil moral values in students, it is more effective to conduct activities and provide real-life examples, rather than having them memorise and regurgitate answers on paper.
In sum, both the old and new systems have their pros and cons; what matters more is their implementation.
There definitely needs to be a balance between written examinations and skills-based assessments. If effective, the new system can produce youths who are not only knowledgeable, but also compassionate and resilient.
Of course, it is easier said than done. There are deeper, more complex issues to delve into, and there will always be problems to resolve. After all, everyone learns differently and different schools may have different systems.
Only time will tell if the new system will work in our favour in the long run; the results may only show in the actions and thinking of our future adults. Hopefully, we will keep moving onwards and upwards.
Li Zhen, 19, a student in Selangor, is a participant of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team. For more information, go to facebook.com/niebrats.
Now that you have read the article, test your understanding by carrying out the following English language activities.
1 What are the pros and cons of abolishing the UPSR and the PT3, as offered by Li Zhen? Present the points in the form of a chart. Add yours to the chart, as well. At the end of the activity, make a stand for or against the abolishment of the examinations. Then, discuss your views with your activity partner.
2 Was there a time when you did better or worse than expected in an examination? What were some lessons you gained from it? Share the anecdote with your partner.
The Star’s Newspaper-in-Education (Star-NiE) programme promotes the use of English language in primary and secondary schools nationwide. For Star-NiE enquiries, email starnie@thestar.com.my.
