In many schools, routine class tests are designed mainly for internal grading rather than comprehensive exam preparation. These assessments are often time-limited, generalized, and not fully aligned with the FBISE SLO-based examination format, which creates a gap between classroom evaluation and actual board exam standards. Students usually receive marks without detailed performance analysis. There is limited academic feedback, minimal diagnostic review, and rarely any structured Parent-Teacher engagement focused specifically on board exam readiness. As a result, marks are recorded — but true learning gaps remain unidentified.