PT3 and UPSR: “Are they really coming back?” is a question many parents are quietly asking

 

Letter to Editor

AS schools reopened on Monday and a new academic year began, a familiar question resurfaced in many Malaysian households: Are the Pentaksiran Tingkatan Tiga (PT3) and the Ujian Pencapaian Sekolah Rendah (UPSR) coming back?

It is not a loud question; it is certainly not one driven by fear but a quiet, persistent concern shaped by uncertainty and lived experience.

Last night, as I reminded my daughter to pack her books and check her timetable, I found myself saying almost instinctively, “Your batch might have PT3 back.” She paused, looked at me, and nodded.

There was no panic, just curiosity, and perhaps a silent recalibration of what the next few years might look like for her. Like many students of her generation, she has never sat for a government examination. That moment stayed with me.

Over the past few years, Malaysia’s education system has moved away from centralised examinations such as the PT3 (which replaced the Penilaian Menengah Rendah or PMR in 2014) and the UPSR, shifting instead toward classroom-based and school-level assessments.

The intention behind this move was clear and commendable: to reduce academic pressure, move away from rote learning, and encourage a more holistic approach to education one that values creativity, critical thinking, emotional wellbeing, and character development beyond grades.

As someone who deeply values balanced development, I understand and support the philosophy behind this shift. Children should never be defined solely by examination results. Education must shape confident, resilient individuals not just high scorers.

Yet, as both a parent and a professional accustomed to structured evaluation systems, I also see the gaps that have emerged.

Without a consistent national benchmark at critical transition points, many parents are left uncertain. How do we objectively gauge where our children stand academically? How do schools ensure consistency across regions with varying resources and standards?

Teachers now carry a heavier responsibility to self-calibrate assessments, parents struggle to interpret progress, and students like my daughter sense the uncertainty even if they cannot fully articulate it.

In recent months, the Education Ministry has acknowledged these concerns. Public statements suggest that national assessments are under active review, including discussions around the possible return of UPSR- or PT3-type evaluations in a reimagined form.

While no official confirmation has been made, the willingness to reassess the current approach is significant.

This conversation is not about reviving an exam culture rooted in fear and pressure. It is about recognising that structure and compassion must coexist. Thoughtfully designed examinations can provide direction, discipline, and early indicators of readiness without defining a child’s worth or limiting their potential.

When I told my daughter that her batch might face PT3, it was not a warning. It was an acknowledgment of reality that education systems evolve, and children adapt faster than we often give them credit for.

What they need from us—parents, educators, and policymakers—is clarity, consistency, and confidence in the system guiding them.

Holistic education should never mean the absence of standards. Likewise, standards should never come at the expense of mental and emotional well-being. A balanced system can and must do both.

As this school year begins, families across the country are adjusting expectations once again. Whether UPSR and PT3 return under the same names or transform into a new national assessment framework, the hope remains unchanged: fairness, transparency, and an education system that truly supports learning.

For now, we walk beside our children listening, guiding, and reassuring them while trusting that whatever shape assessment takes, it will be built with their future firmly in mind. 

Mangalagowri Ramanathan
Petaling Jaya

The views expressed are solely of the author and do not necessarily reflect those of MMKtT. 

- Focus Malaysia