Freshman education across the country suffers from the absence of competency and skill-based instruction. There is no focus on life skills like problem identification, problem solving, planning and management of tasks, or proposing solutions to existing problems. The learners are provided with minimal opportunities for self-learning or outside classroom practice. Time efficient technology options and technology supported assessment are not utilized in large group instruction. The project will address a three-fold problem in the Palestinian higher education. It targets: a) the theoretically and content-based freshman instruction and assessment, b) the absence of formative assessment and self-directed learning at this transitional stage, and c) the lack or complete absence of technology supported assessment modules in large group instruction.The project utilizes technology to offer a wide range of options for providing teachers with timely feedback on learner achievements and engaging learners in peer and self- self-regulated learning and practice. Therefore, this project has used available technology options to provide timely feedback for learners and teachers in the context of massive education so improvement and adjustment strategies can be implemented on time. The outcome-based assessment in freshman education and adopting technology supported self-directed learning activities helped mitigate the negative impacts the traditional lecture-based instruction and exam-based assessment may have on the quality of freshman education in Higher education institutions country wide. The data collected from student beneficiaries showed important progress on four key levels: learner skills, learning methodologies, assessment methods and the use of technology. This modernization of learning and assessment methods was implemented in order to: • allow for time-efficient assessment and feedback practices • provide learners with self-learning opportunities • engage learners in giving feedback to their own peers• improving the quality of interaction in large group instructions• develop innovative technology supported classroom assessment techniques• create better match between freshman skills and market requirements in professional degree programs• provide timely feedback and satisfaction rate on large group instruction.Integrate higher order skills in the first year education courses.Create policies at national level to enhance the ecosystem for modernizing learning and assessment.disseminate good practice inside institution and at national level.To provide the necessary ecosystem for modernizing assessment practices in Palestine, the project team prepared and implemented 10 first year courses using competency based learning models, integrated modern learning methodologies and assessment options in the developed learning and assessment policies, and built capacity in Palestine for using technology to support large enrollment education.