Students’ Perspectives on the Use of Differentiated Assessment Tool - Results from an Explanatory Sequential Mixed-Method Pilot Study

Oct 15, 2026

Uploaded by nayy☆

This study investigates undergraduate students’ perspectives on using PutraPacer, a customizable differentiated assessment tool, to support suitable learning and assessment practices. Grounded in the UTAUT model, it applies an explanatory sequential mixed-method pilot design to collect quantitative and qualitative evidence. Quantitative results indicate mean ratings between 3.56 and 3.67 and strong associations linking performance expectancy, effort expectancy, and social influences with behavioral intention to use PutraPacer. Qualitative findings emphasize usability, individualized learning, and support for learners with different abilities via practices, quizzes, and revision.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Universal design for learning and suitable assessment

Importance of assessment and alternative assessment

Differentiated assessment for diverse learners

Malaysian reliance on standardized testing

Students’ Perspectives on the Use of Differentiated Assessment Tool: Results from an Explanatory Sequential Mixed-Method Pilot Study Christye Majuddin Universiti Putra Malaysia, Malaysia ORCID: 0000-0002-9974-7977 Mas Nida Md. Khambari Universiti Putra Malaysia, Malaysia ORCID: 0000-0002-7517-9442 Su Luan Wong Universiti Putra Malaysia, Malaysia ORCID: 0000-0001-7824-314X Norliza Ghazali Universiti Putra Malaysia, Malaysia ORCID: 0000-0002-4735-1209 Noris Mohd. Norowi Universiti Putra Malaysia, Malaysia ORCID: 0000-0001-7420-5867 Received: 16 Jun 2021 Accepted: 23 Jan 2022 Abstract While educators worldwide are moving towards the universal design for learning, it is also essential to ensure learners are suitably assessed. Assessments and learning profoundly reciprocate one another as assessment may inform the learning practices, and vice versa. Resonating the aforesaid view, PutraPacer was developed as a customizable tool to empower instructors in embracing differentiated assessment. The objective of this pilot study is to elicit feedback on the use of PutraPacer as a differentiated assessment tool among a group of undergraduate students at a higher education institution. Drawing on the UTAUT model, this study employs an explanatory sequential mixed-method design to gather both quantitative and qualitative data. The quantitative findings show that the mean values for performance expectancy, effort expectancy, social influences, and behavioural intention to use PutraPacer are ranged between 3.56 and 3.67. Based on the Pearson’s correlation coefficient, there are strong association between performance expectancy, effort expectancy, social influences with behavioural intention to use PutraPacer as a differentiated assessment tool. The qualitative findings reveal that the students perceived PutraPacer as a user-friendly and a learning tool that promotes individualized learning experience and supports students with different abilities, and iii) a good platform for practices, quizzes, and revision. Keywords: alternative assessment, differentiated assessment, learners’ diversity, explanatory sequential mixed method INTRODUCTION Ensuring rock solid clarity about where we want students to end up as a result of a sequence of learning is fundamental to educational success. Remembering that we cannot reach the mind we do not engage ought to be a daily compass for educational planning (Tomlinson, 2001, p. 1) . Assessment is deemed important as a proof that learning happens, regardless of students’ background, characteristics, and ability per se. The aforementioned quote can be translated that assessment is a powerful tool to determine whether an instructor is engaged with the students’ minds and whether students are actually learning. Other than getting evidence that students learned, assessment can benefit the assessor (Nasri et al., 2010), namely the instructor, to improve his/her pedagogical qualities and enhance his/her scholarship of teaching and learning. Besides that, assessment most importantly allows instructors to have abetter picture of their learners’ abilities as it allows continuous interaction between assessment and instruction (Al-Mahrooqi & Denman, 2018) . An alternative assessment is a student-centered approach that focuses on the level of the application of knowledge and skills to real life, taking the individual features of the students into consideration (Caliskan & Kasikci, 2010) . One of the approaches to alternative assessment, namely differentiated assessment, is the approach put forth in this research to address mixed-ability and diverse learning styles. Differentiation stems from beliefs about differences among learners (Algozzine & Anderson, 2007; Lawrence-Brown, 2004; Tomlinson, 2001), like background, characteristics, learning style, needs, preferences, interests, and abilities. The role of instructor, therefore, has amplified in a multitude of forms to address t

FAQs

What is the purpose of the PutraPacer pilot study?

It elicits undergraduate students’ feedback on using PutraPacer as a differentiated assessment tool.

What research design does the study use?

It uses an explanatory sequential mixed-method design based on the UTAUT model to gather quantitative and qualitative data.

What do the quantitative findings suggest about intention to use PutraPacer?

They show mean values between 3.56 and 3.67 and strong associations between performance expectancy, effort expectancy, social influences, and behavioral intention to use PutraPacer.

Oct 15, 2026

Uploaded by nayy☆