Challenges and barriers in the implementation of peer assessment in Balochistan

Abstract

Balochistan’s low literacy rate stems from factors such as poor infrastructure, socio-economic barriers, and limited access to quality education, further worsened by ineffective assessment practices that hinder the identification of learning gaps and targeted support." The objective of this research was to identify the challenges and barriers associated with the implementation of peer assessment in Balochistan and the generated hypothesis was, the challenges associated with implementing peer assessment in Balochistan include negative attitudes, doubts about peer qualifications, and social pressures. The medthod adopted for the instant study was quantitative and a questionnaire designed for data collection. Based on hypothesis testing, the null hypothesis (H₀) stating that there are no significant challenges such as negative attitudes, doubts about peer qualifications, or social pressures associated with implementing peer assessment in Balochistan is retained, and the alternative hypothesis is rejected. It was concluded that barriers negative attitudes, doubts about peer qualifications, social pressures, time demands, and limited training form a formidable obstacle cluster. Addressing them requires targeted interventions such as extended calibration sessions, anonymity mechanisms, trust-building workshops, and comprehensive professional development to shift perceptions and build competence. Negative attitudes toward peer grading, doubts about peer qualifications, and social pressures especially where anonymity protocols were absent emerged as significant obstacles. Time constraints for rubric development and insufficient initial training further dampened uptake. It was recommended that government should strengthen Balochistan Assessment and Examination Commission regarding a better implementation of Peer assessment in Balochistan.