PUPILS’ results from the Year Four Learning Matrix (MPT4) are not intended to be used to rank pupils or schools.
“They are meant to provide a basis for support, and pupils should not be labelled, punished or compared based on their results,” says Director of Examinations, Examinations Syndicate (LP), Ab Aziz Mamat.
He added that MPT4 results will also not determine pupils’ placement, academic stream or admission to specific schools.
“Admission to specific schools will continue to use the Specific School Admission Assessment (PKSK),” he told StarEdu.
He encouraged parents to use the results to understand their children’s level of mastery and areas requiring reinforcement or further support.
“The school is responsible for printing and distributing the report to pupils, parents and guardians for their information and appropriate follow-up action.
“This report includes grades, grade interpretations, subject domains, and the pupil’s level of mastery according to each domain.
“They can then discuss the results with teachers and the school, provide reinforcement at home and monitor their children’s progress,” he said.
Ab Aziz added that pupils should approach the MPT4 patiently and understand that the assessment would not determine their academic future.
Instead, it would mark the beginning of a process through which their individual strengths and weaknesses could be identified and used to help them become stronger learners, he said.
“The ministry wants the assessment to function as a mechanism for detecting and supporting learning, with pupils who need help identified early and those who have already mastered the curriculum given opportunities to further develop their potential,” he said.
On the measurement process and assessment criteria, Ab Aziz said the Learning Matrix uses instruments developed by the LP based on the national curriculum and the constructs established for each subject.
“Pupils’ responses to the assessment instruments are scored by teachers using scoring guidelines provided by the LP, subject to a quality assurance process to ensure consistent scoring.
“The assessment data is subsequently analysed to determine pupils’ mastery levels and identify learning areas requiring attention,” he said.
He also said the assessment takes into account pupils’ ability to master knowledge and skills, particularly literacy and numeracy, as well as apply what they have learnt through problem-solving, reasoning and higher-order thinking skills (HOTS).
