Exams board director: MPT4 aims to identify learning weaknesses before pupils reach secondary school

More than 400,000 Year Four pupils are taking part in the first MPT4 assessment, aimed at identifying learning gaps early. — Picture by Yusof Mat Isa

First Published: Tuesday, 06 Oct 2026 3:12 PM MYT

PUTRAJAYA, Oct 6 — The Year Four Learning Matrix (MPT4) gives schools a crucial two-year window to address learning gaps through targeted interventions before students enter secondary school.

Examination Board (LP) director Abdul Aziz Mamat said the assessment was designed to help teachers identify and address students’ weaknesses as early as Year Five.

He said the assessment data would enable schools to implement targeted interventions, such as strengthening teaching and learning (PdP) processes, providing remedial support to students who have yet to master basic skills, and offering enrichment activities for those who have already mastered them.

“This gives us at least two years at the primary school level to implement intervention programmes to improve students’ performance and abilities, while also nurturing the potential of those who have already met the established standards.

“This approach allows interventions to be implemented based on students’ needs, rather than comparisons between students or schools,” he said in a video recording shared by the Ministry of Education (MOE) on X today.

MPT4, which is being implemented for the first time this year, involves more than 400,000 Year Four pupils nationwide and will run for three days until Thursday.

The assessment covers four core subjects, namely Bahasa Melayu, English, Mathematics and Science, as well as Chinese and Tamil for pupils at Sekolah Jenis Kebangsaan.

It is designed to assess pupils’ mastery of basic literacy, numeracy and scientific skills acquired from Year One to Year Four.

To ensure that the interventions do not remain merely “on paper”, Abdul Aziz said responsibility for monitoring and quality assurance was not borne solely by teachers, but was shared across all levels of the education system.

He said teachers were responsible for identifying learning needs and planning interventions, while school administrators were responsible for ensuring that follow-up measures were properly planned and implemented.

Abdul Aziz added that at the district and state levels, LP, together with the relevant MOE divisions, would conduct quality assurance to ensure support and interventions were implemented fairly and effectively. — Bernama