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The problem is not exams, it is with the education policies

Score Admin — Sat, 17 Jul 2010 00:29:01 +0000

THE recent proposal to abolish the UPSR and PMR examinations had created a heated public debate among Malaysians, who in general are against such a move. I too join in the chorus calling for the idea to be dropped. It would be irresponsible and unwise to abolish these exams which have been in place for many decades and served their purpose reasonably well.

Our education system may have become very exam-oriented but the cause is not the exams themselves. Many major changes to the education system are made abruptly without due debate and consideration. The folly of such decisions are then realised a little too late when the damage has already been done.

Tendency for education to become exam-oriented is a universal problem and is not just peculiar to us. Even advanced nations have gone through such problems, some even worse. They have not done away with exams but found alternate ways to overcome it to some extent.

Doing away with exams may be the easy way out, but it will only lead to greater repercussions which we will regret later.

Whether we like it or not, exams are necessary as there are no better means available to assess the capability of the student.

If we abolish exams, what are we going to use to gauge a student’s knowledge and capability for selection to enter universities and get scholarships? How are we going to set a national standard for all students to measure up?

Instead of abolishing existing exams, we should device ways to make the exams more “intelligent”, whereby they can be used to assess the overall ability, aptitude and capability in critical thinking, reasoning and maturity of thought.

Examinations should be tailored to evaluate these aspects instead of the usual “vomiting” out of memorized facts as it is being done now. There should be more stringent criteria for awarding As in examination.

It is deeply disturbing that the national education system has long been used as a political tool which is the main reason for the pathetic state it is in now. There seems to be no sense of purpose or direction with repeated changes to the education policies. It should be left to the officials in the Education Ministry, academia and teachers to run the system in a more professional manner without undue political interference.

Examinations are essential part of our education and they should be improved to prepare our students for the competitive global world and not be abolished for any reason. Sitting for an important exam like the SPM after going through school for 11 years without sitting for any major national examination would be like going for the World Cup finals withouttraining.

DR CHRIS ANTHONY,

Butterworth

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Future of UPSR and PMR to be decided this year

Score Admin — Thu, 01 Jul 2010 11:06:09 +0000

KUALA LUMPUR: The decision on the future of the Ujian Pencapaian Sekolah Rendah (UPSR) and Penilaian Menengah Rendah (PMR) examinations will be made this year, said Deputy Prime Minister Tan Sri Muhyiddin Yassin.

He said the roundtable discussions on the matter involving all the relevant parties would start soon.

Muhyiddin, who is also Education Minister, said the discussions were important as detailed input was needed to obtain an accurate picture of the situation and public response.

“We have received a lot of feedback from the media so far and this is a healthy process. Some people have voiced that they want the UPSR to stay but the PMR exam can go,” he said.

Muhyiddin, however, reassured the public that they had nothing to worry about as assessment would still be present in school.

“Parents want to know how their children are performing and what we are trying to do is to come up with a more accurate and relevant assessment system,” he said.

Scrap PMR but keep UPSR

Score Admin — Wed, 30 Jun 2010 02:39:06 +0000

THE current discourse on the proposed abolition of UPSR and PMR invariably delves into debates on the merits and demerits of having public examinations in our education system. The pros and cons are propounded with equal vigour and perhaps, a safe conclusion to make is that examinations are a necessary evil.

Happily though, each time examinations are discussed, the quality of examinations improves, be it in its contents or the conducting of it. And this benefits our education system.

I think the proposal to abolish UPSR and PMR should be looked at from a different perspective: the optimal frequency, necessity and practicality of having public examinations. How many examinations should our children go through as they progress from primary Year One to secondary Form Five? And, with the number of candidates increasing every year, how many examinations can the Education Ministry continue to conduct and coordinate nationwide effectively and efficiently?

The UPSR is a milestone. It heralds the end of primary and the beginning of secondary schooling. It gauges the readiness of students for the next phase of their learning and helps secondary school teachers to place these students in the appropriate classes – at least in their Form One year – so that more effective teaching and learning can take place.

As the process of secondary teaching and learning differs much from that of primary, the “entry point” of students have to be taken into account as their teachers guide them into new learning experiences. UPSR provides the indicators and it should prevail.

Besides, UPSR is the one and only examination that has its major papers written in the vernacular languages of Chinese and Tamil. It would be hard to convince the advocates of vernacular languages that UPSR has to go. Such is the sensitivity of our populace’s perceptions of the direction of our education system, and policy makers should tread with caution.

As for PMR, a mid-secondary examination, I consider it one examination too many. Once a student acquires his SPM certificate, his PMR certificate becomes a mere piece of paper.

Some may argue that we need the PMR to filter students into the technical/vocational stream and fully residential schools at Form Four level. For this, a simpler entrance examination can be held for those aspiring candidates. There is no need to involve the whole of the Form Three student populace.

Others may argue that we need the PMR to stream Form Four students into Arts and Science classes. Here again, we may be feeding an assumed necessity for another. It is time we had a single general stream for all Forms Four and Five students. They should be exposed to a general and broader curriculum rather than a compartmentalised and narrow one.

There is no need to specialise this early and streaming them into Arts and Science should be done only later in Form Six. The general stream can offer a science subject that teaches much more than what the present arts students are learning.

At the same time, the subject will be spared the higher-learning preparatory materials that are now taught to the science students. In this way, everybody gets to learn enough of science. And there is still teaching-learning time left for the pursuit of other subjects. With the general stream in place, we will then have no need for the PMR.

In addition, with the PMR load off the shoulder, the Examination Syndicate can focus on the SPM examination which can be held entirely during the year-end holidays. There will be no need to impinge on school-term time as is practised now. Schools will be spared the annual bane of heavy absenteeism after the PMR. Based on these reasons of necessity and practicality, I am in favour of keeping the UPSR but scrapping the PMR.

LIONG KAM CHONG.

Seremban.

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