PETALING JAYA: Assessments for students are welcomed, but there must be a consistent policy, as any flip-flop in decision-making will cause uncertainty, say parents.
Additionally, they stressed that the quality of teachers should align with the education system, and the school syllabus should always align with the student’s capabilities.
SKJ(C) Ting Hwa, Melaka, School Governing Board chairman Datuk Shaun Lee said it would be discouraging if decisions made on examinations were temporary.
“Introducing an exam and later abolishing it will create a lot of uncertainty for the schools, teachers, parents and students. We hope when a policy is made, it will be a permanent one.
“While I do encourage some form of examination as a check and balance on the students’ progress, I hope that if it is introduced, it will become permanent,” he said when commenting on the introduction of the centralised assessments for Year Four and Form Three students under the Malaysia Education Plan 2026-2035.
The Year Four Learning Assessment will be introduced this year, covering four core subjects – Bahasa Melayu, English, Mathematics and Science.
The Form Three Learning Assessment is set to commence in 2027 and will encompass subjects such as Bahasa Melayu, English, Mathematics, Science and History.
Both assessments will be centrally administered by the Examinations Board and known as the Malaysian Learning Matrix.
Homemaker and mother of three Syarifah Abdul, 43, from Perak, said the assessments should be implemented with a clear focus on improving learning rather than placing excessive pressure on the pupils.
However, she said, like many parents, she has many questions on how they would be conducted.
“We understand the intention behind introducing the assessment earlier, especially if it is meant to help identify students’ weaknesses at an early stage. But will the Year Four assessment cover the syllabus from Year One to Year Four, and how will pupils be tested?” she asked.
Administrative assistant Siti Nor Raiha from Putrajaya is agreeable to the introduction of the assessments, but says they need to be combined with the classroom-based assessment.
“The quality of teachers must complement the education system. Among other things, the syllabus must remain relevant to student development and learning capability,” she said.
Manager Irfan Satria Ismail, 46, from Kuala Lumpur, described the reinstatement of milestone examinations as an interim review.
“It will give them ample time to do course corrections or acceleration before completing primary or secondary school,” said the father of four children.
