The abolishment of Malaysia’s Ujian Pencapaian Sekolah Rendah (UPSR) and Pentaksiran Tingkatan 3 (PT3) marks a transformative step in reshaping the nation’s education system. These high-stakes exams, which previously assessed students at the end of primary and lower secondary school, were removed to address concerns about their relevance and impact on learning, as well as to give way to the education policy that welcomes assessment for learning while maintaining summative evaluation, aiming at improving both teaching and learning process.
High-stakes exams require a lot of preparation, time, and resources to be conducted. In questioning the abolishment, we need to have a clear understanding of why the exams were put in place? Were the two examinations still relevant? To answer these questions, we need to look at the purpose of the examination and the current education policy. Currently, UPSR and PT3 neither influenced employment eligibility nor higher education admission, as the Sijil Pelajaran Malaysia (SPM) remains the minimum requirement for both. Additionally, they were ineffective as diagnostic tools because they were one-off assessments, offering limited insights into students’ strengths, weaknesses, or holistic development. Without follow-up mechanisms to improve upon test results, students missed opportunities for targeted intervention and personal growth, making the exams less useful in guiding their learning journey.
The shift to school-based and classroom-based assessments encourages more active teaching and learning processes. Continuous assessments, project-based tasks, and integrated evaluations make learning more engaging and dynamic. This approach nurtures intrinsic motivation rather than the outdated notion that students only study when driven by high-stakes exams—a perception that overlooks the importance of curiosity and lifelong learning.
While traditional examinations are not disappearing entirely, they will now be conducted progressively within schools. This allows students to be evaluated over time, to improve learning and foster deeper understanding. Not only that, teachers also will consistently evaluate and reflect on their teaching practice based on the information gained from the classroom assessment. Such reforms aim to strike a balance between assessment, teaching and learning, ensuring that education is both meaningful and relevant. Although UPSR and PT3 were abolished, examination is here to stay in the system. However, it will be conducted at the school level and students’ results will still be recorded and reported to parents to monitor their children’s learning progress.
This new direction reflects commitment to a holistic education system that prepares students for the challenges of the 21st century, focusing on developing well-rounded individuals capable of thriving in both personal and professional contexts. However, for this transition to succeed, the Ministry of Education plays a critical role in ensuring that formative practices are properly implemented. This includes providing ongoing support and training for teachers, establishing regular monitoring systems, and maintaining robust support networks to ensure that effective teaching and learning occur consistently. Regular oversight will help maintain high educational standards and ensure that students benefit fully from the new assessment model.
Professor Dr Zuwati Hasim is a Deputy Dean (Research) at the Faculty of Education, Universiti Malaya.
