A change of emphasis

FACEBOOK was buzzing with posts on the UPSR leaks. Evidently it had brought to the fore many people’s concerns with an exam-centric system. Having given it some thought, I’ve decided to write about it
in my first column.

Secondary school was an interesting time in my life. A student of 4 Coklat (named not after the cocoa-based treat but the colour), a pure-sciences class, I realised early on that it was going to be a struggle.

Biology was interesting but chromosomes looked more like worm-jelly candy rather than life defining matter. Chemistry was alright but it was tough getting past snickering at the noble gasses. Physics was
downright baffling.

Nevertheless, I persisted.

After all, having just obtained 8As in the PMR, pure-sciences was the preordained choice. The As had defined what I should do, as more As' meant being qualified for the ‘elite’ science subjects. It was like
unlocking secret levels in a video game and I was there. Plus, I wouldn’t want ‘to waste’ the grades. “Rugi”.

I even told myself that with tuition and some good ol’ spot questions the As would come. Much to my dismay, they never did. The drive to obtain As and the need to do well in the ‘elite’ science subjects meant being stuck in an exam-centric system that had little going for the recognition of individual learning styles and interests.

Looking back, I’d have loved to join the arts-stream class and learned economics in school. It would have also been nice to be assessed for my debating and drama participation – activities I focused on when the pure-sciences and chase for grades started looking like worm-jelly candy to me.