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The scholarship of teaching and learning (SoTL) emphasizes research-based practices in education. In Malaysia’s higher education institutions, growing student diversity necessitates differentiated assessment to meet individual learning needs. Because of this, PutraPacer was developed as an intelligent system designed to enable instructors to implement differentiated assessment. Its development considered students’ differences, such as abilities, interests, prior experiences, motivation, and engagement, to introduce various strategies that allow students to demonstrate their understanding. With PutraPacer, instructors can identify diverse students’ capabilities and conduct effective assessments. This system offers questions of varying difficulty, sets time limits, provides tips in a pop-up window, and allows do-overs. It also allows students to upload video, audio, or drawings to explain their understanding, making assessments more inclusive and fairer. Additionally, PutraPacer offers adaptive functionality, where each question appears based on the student’s previous response. This system inspires students to try repeatedly until they achieve their desired level, providing a sense of achievement. A preliminary study was conducted at a teacher training faculty in a public university in Central Malaysia to explore students’ preferences and perceptions on the use of PutraPacer. Data were collected from 59 undergraduate students who were enrolled in the Educational Technology course which was conducted online. The findings suggested that the majority of the students have high preferences on PutraPacer. Additionally, students’ have mixed perceptions on PutraPacer, and they were classified as (i) convenience and flexibility, (ii) enhancing understanding and prolonged knowledge retention, (iii) immediate feedback and self-assessment, and (iv) technical issues and students’ awareness of differentiated assessment. This research contributes to SoTL by providing insights into how differentiated assessment tools can enhance instructional practices and support student-centered learning in higher education, aligning with the demands of the Fourth Industrial Revolution and the United Nations Sustainable Development Goal 4: Quality Education.

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University Students’ Perceptions on the Use of PutraPacer for Differentiated Assessment

  • 动态工具书词条

  • 发表日期：

    2026年

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  • Mas Nida Md. Khambari,
  • Christye Majuddin,
  • Su Luan Wong,
  • Noris Mohd Norowi,
  • Najwan Khambari

摘要

The scholarship of teaching and learning (SoTL) emphasizes research-based practices in education. In Malaysia’s higher education institutions, growing student diversity necessitates differentiated assessment to meet individual learning needs. Because of this, PutraPacer was developed as an intelligent system designed to enable instructors to implement differentiated assessment. Its development considered students’ differences, such as abilities, interests, prior experiences, motivation, and engagement, to introduce various strategies that allow students to demonstrate their understanding. With PutraPacer, instructors can identify diverse students’ capabilities and conduct effective assessments. This system offers questions of varying difficulty, sets time limits, provides tips in a pop-up window, and allows do-overs. It also allows students to upload video, audio, or drawings to explain their understanding, making assessments more inclusive and fairer. Additionally, PutraPacer offers adaptive functionality, where each question appears based on the student’s previous response. This system inspires students to try repeatedly until they achieve their desired level, providing a sense of achievement. A preliminary study was conducted at a teacher training faculty in a public university in Central Malaysia to explore students’ preferences and perceptions on the use of PutraPacer. Data were collected from 59 undergraduate students who were enrolled in the Educational Technology course which was conducted online. The findings suggested that the majority of the students have high preferences on PutraPacer. Additionally, students’ have mixed perceptions on PutraPacer, and they were classified as (i) convenience and flexibility, (ii) enhancing understanding and prolonged knowledge retention, (iii) immediate feedback and self-assessment, and (iv) technical issues and students’ awareness of differentiated assessment. This research contributes to SoTL by providing insights into how differentiated assessment tools can enhance instructional practices and support student-centered learning in higher education, aligning with the demands of the Fourth Industrial Revolution and the United Nations Sustainable Development Goal 4: Quality Education.