Feasibility of implementing peer assessment, perception of teachers and Head Teachers

Abstract

Education plays a pivotal role in shaping the future of individuals and societies. The object of this research was to examine the perceptions of teachers and Head teachers regarding the feasibility of implementing peer assessment in Balochistan. Research question was What are the perceptions of teachers and Headteachers regarding the implementation of peer assessment in Balochistan? And the generated hypothesis was Teachers and Head teachers in Balochistan perceive peer assessment as a feasible method for assessing student learning. In Research methodology, qualitative and quantitative data was collected. Survey and interview data reveal generally positive but contextually nuanced perceptions of peer assessment feasibility among Balochistan’s teachers and head-teachers, Overall, 78 % of educators rated peer assessment as “feasible” or “highly feasible” within their classrooms, citing its low-cost nature and alignment with collaborative learning goals. However, feasibility ratings varied significantly by school leadership style: in institutions where heads practiced distributed leadership and involved staff in decision-making, feasibility jumped to 89 %; conversely, in more autocratic settings, only 54 % endorsed its practicality (t(38)=3.45, p < .01). So, it was recommended that peer assessment should be introduced in public schools.