MPM Not a High-Stakes Examination, Designed to Support Student Achievement – Fadhlina

Education Minister Fadhlina Sidek says MPM focuses on continuous learning and student development rather than exam pressure.

KUALA LUMPUR : The Student Assessment (MPM) system should not be viewed as a high-stakes examination, as its primary purpose is to support learning and improve students’ overall achievement, said Education Minister Fadhlina Sidek.

She explained that MPM was introduced to move Malaysia’s education system away from an overly exam-centred culture towards a more balanced and student-focused approach. Unlike traditional major examinations, MPM emphasises continuous assessment, allowing teachers to monitor students’ progress over time rather than relying on a single test to determine performance.

“MPM is not a one-off examination that decides a student’s future. It is a tool to help teachers understand how students are learning and what kind of support they need,” she said during an education-related programme today.

According to Fadhlina, continuous assessment enables early intervention for students who are struggling, while also providing enrichment opportunities for those who show strong potential. She said this approach ensures that no student is left behind and aligns with the ministry’s goal of inclusive education.

Addressing concerns raised by some parents, Fadhlina acknowledged that there is a perception that MPM increases academic pressure. However, she stressed that the assessment does not focus solely on grades or rankings, but instead evaluates students across multiple dimensions, including critical thinking, communication skills and character development.

“Pressure often comes from the old mindset where everything is measured by marks and positions. Education today must be more humane and focused on real learning,” she said.

She added that the Ministry of Education (MOE) remains committed to refining the implementation of MPM, including strengthening teacher training and improving guidelines to ensure the assessment process is fair, consistent and manageable for educators.

Fadhlina also highlighted the importance of parental support in shaping students’ attitudes towards learning. She urged parents to avoid excessive comparisons and instead encourage their children to view education as a long-term journey rather than a competition.

“When students feel safe to learn without fear of being judged by exam results alone, they become more confident to ask questions, try new things and grow,” she said.

She emphasised that ongoing education reforms require a shift in mindset among all stakeholders — teachers, parents and the wider community — so that success is no longer defined solely by examination results, but by students’ ability to develop into balanced, resilient and capable individuals prepared for the future.