Keywords

1 Introduction

Formative assessments have been widely used and adopted by teachers to assess the learning outcomes and restructure their instructional strategies. Eminently researched in the educational field by Black and Wiliam [2], now formative assessments are part of every consistent curriculum to highlight the increase in students’ achievement evidenced by students’ current understanding to help them reach their intended goals. With the advent of educational technology and a drive to incorporate twenty-first-century skills in the curriculum, there is a radical shift in learning pedagogies. To cope with the rapid advancement in technology, institutions have embedded EdTech tools for learner enhancement and engagement.

The study was conducted in a federal college in the United Arab Emirates (UAE) at the English Bridge Program to discover teaching and assessment practices in extensive reading using XReading as a formative assessment EdTech tool. XReading is an electronic library with e-books for multiple levels and genres. This service allows students to access graded reading books on any smart device at their time and convenience. The most notable aspect of XReading is the electronic monitoring and tracking of students’ progress through post-reading quizzes, short responses, and administering their reading speed through the Learning Management System (LMS). Concerning the students’ noticeable lack of interest in reading, the rationale behind this study is to explore teachers’ perceptions of the effectiveness of XReading as a formative assessment tool and how it influences students’ performance.

To reiterate the importance of reading for lifelong learning skills, the UAE government themed the year 2016 as “The Year of Reading” [14]. The initiative aimed to foster a culture of reading and develop a generation of readers who are knowledgeable about cultures around the world. For this purpose, various digital and smart libraries were introduced to give a chance to residents and citizens alike to read for leisure.

The chosen federal college has instilled a drive for extensive reading among students since 2016 and subscribed to the XReading platform as a digital library. Extensive reading has been introduced as a part of the curriculum to involve students and enthrall them to reap the benefits of reading. In the academic year 2020, XReading was included as a mandatory part of the English as a Second Language curriculum which contributes to 15% of student’s total grades.

1.1 Significance of the Study

After studying a range of current and previous literature, the researcher found plenty of studies on technology-enhanced formative assessment and the role of extensive reading in second language acquisition. However, combining the two elements of XReading as a virtual library and its effectiveness in an online formative assessment tool has not been sought much. Therefore, this phenomenological research will add to the current body of literature providing a new dimension to the already existing opportunities that XReading has to offer its users.

1.2 Purpose, Objectives, and Research Questions

Primarily, the broad purpose of this study is to delve into the effectiveness of XReading as a formative assessment strategy on students’ performance in extensive reading. Moreover, to gain teacher experiences and insights needed to understand how e-formative assessments affect students’ learning skills, this research will help the stakeholders identify students’ achievements through XReading and the development of their overall reading skills. The following research questions were developed to seek information from teachers about e-formative assessments through XReading:

  1. 1.

    What are the teachers’ perspectives on the difficulties and benefits of using XReading as a formative assessment tool?

  2. 2.

    How does XReading enhance students’ performance in extensive reading?

2 Literature Review

The literature review will broadly discuss formative assessments and how the convergence of formative assessments with the inclusion of Internet and Computer Technologies (ICT) brings life to traditional formative assessments. Furthermore, the literature will narrow down to a preponderance of online formative assessments in extensive reading with a special focus on XReading.

2.1 Conceptual Framework

Historical Perspective. Education and assessments are interwoven, and no one can survive without the other. Formative assessments are an iterative process of assessing pupils’ understanding in relation to the learning goals and expected outcomes of any learning program. Formative assessments support learning, provide feedback, and increase productivity among teachers, peers, and learners [8]. Formative assessment was defined as a classroom practice where evidence about students’ achievement is formally interpreted and used by teachers and stakeholders to make informed decisions about the next steps of instruction for students’ increased performance [2]. Two definitions derived from Sadler [20] and Black and Wiliam [3] that differentiate formative assessments from other assessments are focusing on product assessment and classroom teaching and pedagogy [23].

Formative Assessment and Online Formative Assessments. Formative assessments form a part of any curriculum which aims ‘to judge’ [3] students’ understanding by eliciting and informing teachers about their instructional strategies. Formative assessments do not contribute to grades and can be short quizzes, narratives, discussions, or report generation. Assessments for learning are embedded within an instructional curriculum and modified over time. The primary aim is to develop students’ understanding, reflect on teaching methodology, and provide timely feedback. Although the pioneers Wiliam and Black [3] defined formative assessments and their uses in length, however, they did not explore the context of online or e-assessments. Formative e-assessments came forward as a new domain depicting how assessments are affected by the intervention of technology. Another exploratory study carried out on e-assessments in higher education determined that formative e-assessments are the use of ICT applications to support analysis and gather information about students’ learning. This aids in designing a learning trajectory for students in a variety of ways [15]. The study also revealed that technology provides a stimulus and basis for lesson planning and software tools for abstraction. Technology, therefore, enables teachers to innovate their teaching practices and adapt to new teaching pedagogies that embed twenty-first-century learning skills.

Extensive Reading and Formative Assessments. Despite all the potential benefits of extensive reading, its implementation and accountability remain a struggle for teachers. Finding the time to oversee, assess, and provide independent learning opportunities remains a challenge for teachers. Furthermore, time constraints prevent teachers from giving constructive feedback which deters students’ performance and handicaps’ reading as a rewarding experience [13]. A recent study conducted on formative assessment techniques in extensive reading by Kim (2019) substantiated the preference for using writing-short answers and in-class discussions as assessment strategies. However, XReading’s e-formative assessment design parallelly gives the options of post-reading quizzes and short answers. Moreover, reading speed and word count is also a determining factor toward assessments.

Motivational Factors Influencing Extensive Reading. Reading motivation conceptually incorporated personal factors and environmental factors that influenced reading achievements. This was further related to cognitive psychology [16, 22] which is a key factor in reading efficiency and learner motivation. Moreover, positive peer influences affect self-determination which creates intrinsic motivation among readers, such as peer model readers in the classroom. Engaging in pair and group discussions positively influences reading experiences [22]. Another intrinsic motivational factor encouraging readers is effective goal setting which is challenging but not fatal to achieve [12]. This creates a virtuous reading cycle and sets the trend of forming new goals after a certain time. Extrinsically, setting competitions and recognizing achievements through monetary rewards and prizes serve as a motivational purpose in extensive reading achievements [16].

2.2 Theoretical Framework

Vygotskian Theory and Assessment. After a review of related studies on assessment for learning within theories of learning, it can be agreed that there is no ‘comprehensive theory’ [4] that directly correlates to formative assessments. However, formative assessments can be situated in Vygotsky’s sociocultural theory [24] and his concepts of zone of proximal development (ZPD) using scaffolding techniques to strategically assess students’ development. Providing meaningful experiences, social interaction, and promoting risk-taking allows the students to work in their ZPD. Moreover, according to his theory, assessments can be validated once they are conducted in socially supportive settings and designed with a challenge which is within their proximal zone. These concepts are particularly important in understanding the process of second language acquisition. Instructional reading strategies that contribute to extensive reading and its assessment build upon the concept of scaffolding. In higher education settings, scaffolding occurs when teachers enter a collaborative relationship with students to develop students’ understanding using assessment tools [1].

Establishing formative assessments from the concepts of the zone of proximal development helps students’ creativity based on the students’ schemata. Formative assessments can be understood as the gap between students’ understanding and potential learning outcomes. Implementing ZPD means the teacher serves as a mediator and provides evident scaffolding opportunities to attain the goal (Wiliam & Black, 2009). Students in turn perform actions to receive timely feedback on their performance. ZPD in reading ranges in the linguistic levels from which the student selects a book to read.

Piaget’s Cognitive Theory. Piaget’s social cognitive theory [17] illustrated child development through various stages with a phenomenon of assimilation and accommodation. Piaget’s developmental framework can be thoughtfully understood in today’s world of technology integration in literacy instruction. A study [18] on learning development around Piaget’s classical theory postulates how technology is assimilated and has reconceptualized conventional teaching approaches, and the latest information is merged with existing knowledge without changing structures. Furthermore, when learner development is restructured to new norms of learning, this paves the way for the accommodation of technological literacy and leads to developmental maturity. The accommodation of innovative technologies in daily classroom practice shifts literacy instruction to new learning pedagogies. However, another major study discussed the idea of student readiness [10] by activating students’ prior knowledge and schemata before introducing any new set of instructions. Incorporating technology-enhanced extensive reading into daily literacy activities has profound effects on mainstream learning [19]. There is a shift from assimilation to accommodation due to the rapid diversity and advancement of technology in classrooms. Technology integration and assimilation have further advanced to accommodate a shift to computer-based applications with e-formative assessments designed specifically to trigger purposeful online learning for progression in reading and writing [18]. One such area is the use of virtual libraries in extensive reading with post-reading quizzes. Piaget’s state of equilibrium is achieved when learning is enhanced by assimilation and accommodation of technology, and digital literacy replaces conventional developmental stages.

2.3 Review of Relevant Literature

Endorsing socio-constructivist theories as the most productive theories in learner development and engagement enables curriculum design, assessment, instruction, and deep learning. The research study intended provides a theoretical underpinning to constructivism, which is a theory of learning or meaning making, hence, all other learning theories stem from the social and cognitive theories of Piaget and Vygotsky. Social interactions are fundamental to any knowledge acquisition which lays the foundation of existing knowledge assimilation and builds on incorporating new knowledge called accommodation. Extensive reading falls under the umbrella of sociocultural development where scaffolding occurs to build new knowledge, and technology is induced to accommodate modern learning which facilitates digital reading and online formative assessments.

3 Methodology

The primary purpose of this qualitative study was to gain a better understanding of teachers’ perceptions of the use of XReading as a formative assessment tool for enhancing students' performance in extensive reading. Furthermore, it aimed to gain in-depth insight into its potential benefits and challenges faced in the classroom. A dense and rich description of participants’ experiences with the use of XReading for formative assessments was needed to analyze the impact of digital reading on teaching and learning. The researcher aimed to gain a richer understanding of the phenomenon which could otherwise not be possible using a quantitative research approach. The research aims to obtain participants’ experiences, opinions, and behaviors and not numerical data and variables; hence, a quantitative approach was not a suitable choice for this study.

A qualitative research method with a constructivist/interpretivist paradigm was used to gain a deep understanding of how participants construct their knowledge of the world through social interactions and reality differs from one person to another. Interpretive paradigm will help the subjective understanding of the realities and experiences of individuals. Consequently, and in alignment with the constructivist theories of Piaget and Vygotsky, the researcher based the methodology on phenomenologist enquiry which is naturalistic in approach to discovering participants’ experiences in natural settings. This enabled the researcher to deeply analyze participants’ interaction with the students and the influence of assessments in the classroom setting. The role of a researcher as postulated by Cohen et al. [5] becomes a ‘human instrument’ to enlighten and explain the theories through the relationships between the researcher and the participants using methods that are advantageous in qualitative research.

The primary features of qualitative data are using rigorous procedures and multiple methods for data collection that focus on a single issue of the problem [5,6,7]. Considering this proposition, for the credibility of this research, I have chosen to collect data from two different tools: participant observation and conducting semi-structured interviews. These multiple methods of data collection will allow triangulation and corroborate the evidence since the information is drawn from various sources. Triangulation is important to validate the accuracy and credibility of findings [6] and eliminate the potential ethical issues that may occur due to a single mode of data collection.

The first data collection instrument chosen was semi-structured interviews which assisted best in understanding the central phenomenon with open-ended questions [7]. The most popular one-on-one interview approach was conducted to reach participants’ opinions, beliefs, and thoughts on the benefits and challenges they face in using XReading as a formative assessment tool. These interviews were conducted online on web-based video technology using Zoom which was recorded and transcribed electronically [7]. Considering Merriam’s (2013) semi-structured interviews, specific open-ended questions were prepared followed by probes that were sought after in response to the research question. Interview questions were piloted with a colleague to make sure meaningful data can be gathered which is nonintrusive from the researcher's viewpoint.

The second data collection instrument was participant observation to interpret the phenomenon by understanding the world ‘firsthand’. This allowed participating and experiencing rather than observing at a distance [21]. The participant observation helped to understand the beliefs of the teachers, and the rationale for choosing this method was to allow freedom in asking questions to the teacher without suspicion. Participant observation is useful with a limited group of people and for events that last a brief period [5]. In the process of this research, the participants were limited which enabled us to seek descriptive and narrative data which is the foundation of any qualitative study. The role of participant-observer as taken from the notion of Creswell and Guetterman [7] is to take part in the activities and simultaneously record the observations at the site; this will provide a wholesome opportunity to see experiences through the participants’ lens.

3.1 Sampling and Site

Purposeful sampling was preferred as the study was based on individuals who can best help understand the chosen phenomenon [7]. Purposeful sampling, unlike random sampling in quantitative research, will provide ‘useful’ information from the teachers’, ‘learn’ in-depth about the experience, and give voice to ‘silenced’ people [7]. Purposeful sampling was applied to the site and individual selection. The site chosen was a federal college in the UAE and teachers from the English Bridge Program were chosen for the study. To eliminate the chances of researcher bias, triangulation in data collection and analysis was used to outweigh this possibility. The sampling strategy for choosing participants was confined to teachers with a minimum of five years of teaching experience, and who are using XReading as an extensive reading tool in the classroom on a regular basis. Therefore, the target population for this study was five teachers teaching in the English Bridge Program and actively using XReading for extensive reading. One of the features of qualitative research is to study a few individuals who provide an in-depth picture because any addition of participants diminishes the complexity of the study [7].

3.2 Ethical Considerations

The author was fully aware of the imperative importance of seeking permission from the institutional review board and the participants. The site chosen involves an ethics research committee, and acquiring permission from the site is a lengthy process and these need to be administered before data collection [6]. Due to time restrictions and having not obtained site permission, no data whatsoever was used as a resource from the site. However, all the participants chosen for the study duly signed informed consent on the guideline and nature of the research. They were assured of their confidentiality and how the data produced will only be used for academic purposes. The participants were also told that if they feel uncomfortable or vulnerable, they have the right to exit the study without penalties.

4 Data Analysis and Results

4.1 Data Analysis

Qualitative data analysis is an inductive and iterative process which involves making sense of raw textual data to form answers to research questions [7]. Initially, reflective notes were documented to find any insightful understandings of the data emerging, but when the data collection process was at the final stage, Creswell, and Guetterman’s [7] six steps of bottom-up approach were used for analyzing data. As the first step, the process of preparing and organizing data, all the fieldnotes for participant observation data were collected electronically, hence, the word files were saved in folders on the laptop. The interviews were collected through Zoom, which were then transcribed using audio-to-text converters. The transcriptions were read carefully, and from here onwards the preliminary data analysis began. While obtaining the general sense of data, comments were added, and notes and color coding/highlighting different patterns helped in observing the transcribed text. For fieldnotes obtained from participant observation, adding reflection and comments gave more sense to the data generated. Due to the purposefully chosen sample, the data was analyzed manually without using any qualitative data analysis software. The data was compiled and columnized in the word document for ease of reading. After transcription, constant comparison analysis was implemented with keywords-in-context [9] to analyze the data. Applying a variety of data analysis techniques offered triangulation which added rigor to the analysis by assessing the reliability of inferences drawn from the words from more than one vantage point [9]. The transcribed data were compared and broken down into smaller chunks of meaningful parts which were then given descriptions in the form of codes. A code was assigned to each chunk of words in a separate column with color coding. The researcher utilized keyword analysis which was fruitful in identifying frequently used words of interest that refer to the research questions and validating the results. Furthermore, following the inductive process coding model of Creswell and Guetterman [7], these codes were then narrowed down to broader themes depending on the frequency of occurrence of codes.

In alignment with the framework for this study, e-formative assessments were explored with the inclusion of XReading as an extensive reading tool. Analysis and findings were centered around many themes but with a maintained focus on the research questions. The answers to RQ1 were generated through semi-structured interviews. The semi-structured interviews were prepared along with the guidelines of Creswell [6] who proposed to create 5 to 10 questions as a sufficient means for data collection. Seven open-ended questions were asked by the participants based on ‘how’ and ‘what’ perceptions they have about opportunities and difficulties they face in implementing XReading in class. Probes [11] in the form of follow-up questions were used during the interview process to clarify and investigate more in case the researcher felt ambiguity in the answers. The questions enabled participants to demonstrate their knowledge about XReading and its use in class and how they use it as a formative assessment tool, how it influenced students’ performance, and the factors that posed a challenge to students’ demonstration of understanding using XReading as a formative assessment tool.

Participant observation was another data collection tool that provided an opportunity to witness the teachers’ beliefs first-handedly in real-time settings and compare them with their semi-structured interviews. Participant observation inferred the answers to the RQ2, which helped in depicting the effects of XReading on students’ performance and how it influences extensive reading. Participant observation was done in five classes, and the duration of observation varied depending on the outcomes intended for research purposes [11]. Taking down field notes started in the lesson and extended until after the class's end along with reflective comments used to report findings. Participant observation aided in administering teachers in their natural setting, and this revealed many themes that answered the question. The researcher created an observation checklist to mark yes/no questions and created a section for reflective notes to complete after observation.

4.2 Findings and Interpretation

The initial findings were directed by Creswell and Guetterman’s [7] model of analysis, which used the description of people and the setting as the primary element. All the purposefully sampled teachers had the experience of teaching in the English Bridge Program for more than 5 years. Since students are already taught in a laptop-mediated environment, all teachers were well-versed in the use of technology in the classroom. Moreover, only those teachers were chosen for the study who extensively used XReading in their classroom for extensive reading and its formative assessment. Due to the pandemic, the classes were conducted online, so Zoom live sessions were used as an observation medium. The teachers belonged to different ethnicities and backgrounds like India, Pakistan, and the Arab region which gave variety to the study and supported in making informed conclusions on the phenomenon to be studied. Below is the description of teachers who participated in the study (Table 1).

Table 1 Teacher teaching traits
Full size table

Analysis of the data initiated in forming codes which then resulted in three inductively developed themes. The intention to use three major themes was to provide a detailed report of fewer themes rather than giving general information on many themes [7].

Theme 1: Student Engagement. The overarching theme that emerged from the participant observation and interviews was student engagement. This theme aligned with both RQ1 and RQ2. This thematic analysis was further broken down into sub-themes like student interaction, involvement, and learner autonomy. One of the participants, when questioned about the benefits of XReading replied: “my students stay occupied for as long as I want…”. Another participant also shared similar opinions by stating “…it motivates students to read more graded reader books especially the reading while listening option and they also benefit by knowing their levels….”. During the participant observation, the fieldnotes and checklist evidenced that teachers involved the students in a group discussion about the book summary and characters. Discussions gave the students an opportunity to get involved in classroom activities, and the teacher prompted the students with lexical items to complete their discussion when needed. The teacher had set goals and time [12] for each activity which motivated the students to speak within the period. Peer discussion and social interaction are at the heart of any student-centered class. The teacher at the beginning of the session established clear learning goals which kept the students engaged throughout [3]. The thematic analysis substantiated the sociocultural and constructivist perspective of Piaget’s theory [17], as students were actively seen constructing knowledge through interaction within a social context. Students were building new knowledge, and the process of assimilation is vividly seen here. It was observed that most teachers adopted a controlled practice of extensive reading in the classroom and used scaffolding strategies [24] to build up on students’ schemata. Student engagement motivates them to take risks which are necessary metacognitive skills to regulate and take charge of their learning [24]. Moreover, learning is a joint productive activity which proliferates in social settings where students and teachers collaborate as a community of learners.

Theme 2: Student Performance and Assessment Strategies. The evolving major theme for RQ2 was student performance in relation to a variety of assessment strategies to gauge students’ understanding. Diversity in assessment strategies addressed students with a range of cognitive abilities to reach the intended learning outcome. Majorly, the teachers employed an all-inclusive approach in assessing students to give each student a fair chance for healthy competition. In response to the effectiveness of XReading on students’ performance (RQ2), the researcher conducted participant observation and teachers’ extempore creativity in assessment strategy; students’ enthusiasm with the involvement of technology was seen at every session. One participant said: “XReading improves their vocabulary and instils self-confidence, increases their level of reading”. When questioned about assessment, a participant contributed: “I only use XReading built-in quizzes, and it gives me a clear idea if students have read the book or just flipped the pages”. The findings from this thematic analysis can be interpreted by the shift from traditional assessments to online formative assessments, accommodating [17] latest information, restructuring their thinking, and re-orienting to adopt a new world of technology-enhanced assessments. This accommodation not just applies to assessments but also to the accommodation of digital literacy and reading extensively in virtual spaces. Throughout the observations, one noteworthy aspect was increased student involvement due to spontaneous ungraded feedback, informal peer discussions that enhanced students’ performance. Another key highlight of observations was students’ keenness to take the online formative post-reading quiz after the classroom discussions where they had to answer multiple-choice questions about the book. This formative quiz added another variety to learning, and the teachers set the pass percentage to 60% or set 20 min to read a book of 400 words and take the quiz. All the assessment patterns in one way or another were achievable challenges [12], and students were enthralled in the entire process.

Formative assessment can be linked to Vygotsky’s zone of proximal development [24] where students are seen bridging the gap between students’ actual understanding and targeted learning. The teachers acted as facilitators during the observed sessions. They amply provided opportunities for scaffolding and henceforth developed from students’ prior knowledge to build on advanced knowledge to achieve the intended learning goals [3, 24]. The constructivist approach believes in the development of meaning rather than the acquisition of a large set of knowledge, which was clearly seen when the teacher assigned manageable tasks to students which helped in developing the skill. Piaget’s and Vygotsky’s theories are relatable to students’ learning experiences and their readiness for social interaction during the learning process. Teachers have avidly tried to incorporate various strategies for interaction and accommodation of technological literacy which are fundamentally related to socio-constructivist theories.

Theme 3: Challenges to XReading. With the incorporation of technology, there arises a whole new world of digital literacy which is beneficial in the reduction of time, and provides an array of designing learning tools for students [15], but comes with its own pitfalls. This theme arose when teachers were interviewed on the benefits and challenges that XReading has to offer as an online formative assessment tool. Although the teachers were satisfied with the overall opportunities that XReading has to offer, some teachers expressed their views on “internet issues and slow connection problems don’t let the students log in,” “some students forget their passwords, and then there is no option for them to read,” and “sometimes the XReading platform takes ages to load, and it gets frustrating for students.” Technological barriers can mostly be overcome with the teacher’s own comfort with the use of technology, and support to resolve hardware and software issues [25]. Another kind of challenge that one of the teachers reported was “students are from various levels of reading, and some students are very weak. They choose the wrong level book and that is when a teacher needs to guide them to their appropriate level.” With any technological shift, teacher intervention and facilitation are required as a guideline for students to prosper. Learning enhances in a socially collaborative environment and with modeling and support, students perform at a higher level [24].

4.3 Discussion

During the entire research process, it was found that teachers’ beliefs about formative assessments play a key role in designing assessment strategies. All the teachers were aware of the need for extensive reading and its long-term benefits, hence, they tried to give every opportunity to students to read and participate. The findings from the study showed that teachers’ perceptions and practices align, which facilitated answering the research questions. The teachers clearly communicated the potential benefits of using XReading as an online formative assessment tool by articulating that automated assessment saves time, and keeps students involved and motivated. However, while mentioning the difficulties, the teachers were concerned about the technical issues and that the wrong selection of books can cause hindrance in students’ performance. The observations revealed students’ engagement and involvement with the activities, peer discussions, and some intrinsic motivation to speak about what they read. Furthermore, learner independence was also observed when teachers gave freedom of choice in book and genre selection.

5 Conclusion

Assessments for learning have always stayed in learning pedagogies with different names but formally were introduced by Black and Wiliam [2]. Online learning has drastically changed teaching methodologies and with the incorporation of technology, new arenas of learning pedagogies have emerged. From traditional methods to game-based online learning, teachers have adapted the methodologies to the constantly changing learning needs, and formative assessments are not an exception. Online formative assessments in reading have shown an increase in students’ performance due to clear goal setting, learner autonomy, and trackable features which XReading Learning Management System (LMS) has to offer.

Despite all the benefits and challenges the system has to offer, teachers needed more professional development in using the tool since some of them faced issues in interacting with the interface. Moreover, technology is most benefited when teachers feel comfortable with its use. IT support should be readily available at colleges to keep the progress and resolve technical glitches if any are faced. Arranging extensive reading activities through college reading clubs is one way to escalate the reading habit and reap the benefits of reading. The research can be expanded to include other campuses as well, along with students’ perceptions of XReading in enhancing their reading abilities. Due to the current pandemic, the data was collected online, however, there might be a disparity in results had it been conducted in face-to-face classes.

This research was limited to only those teachers who have used XReading as a classroom component. Further research needs to be carried out on XReading as an extensive reading tool and its impact on students’ vocabulary development or other productive skills. This study adds to the body of literature related to extensive reading and digitization of reading literacy which has not been researched extensively.

Educators can develop XReading lessons using one book for the whole class that requires both higher and lower order thinking skills to give the lessons more structure and consistently draw from their previous experience and knowledge. This will indeed require more planning but will increase the performance manifold. Moreover, more collaborative methods before online assessment should be included to give students a wholesome experience.