To explore how peer assessment supports learning experiences and outcomes in social studies of grade 6 and 7 : A case study of a private school in Gilgit-Baltistan

Date of Award


Document Type


Degree Name

Master of Education (MEd)


Institute for Educational Development, Karachi


Formative assessment is an umbrella term which allows teachers to monitor the ongoing development in the class and peer assessment is an essential part of it. Peer assessment is an effective tool for students to observer their peer’s involvement, progress and responses in order to develop their critical thinking and decision making skills. The aim of this research study was to explore peer assessment support students’ learning experiences and outcomes at secondary level. This study was carried out in a private school of Gilgit-Baltistan, Pakistan. I adapted case study design within qualitative research methodology to get detail and in-depth insight into teachers’ using peer assessment to support their students’ learning. The research participants were two social studies teachers and students of Grades 6 and 7. For the data collection, interview, classroom observation, document analysis and focused group discussions were used. Overall the findings of this study show that teachers were familiar with the notion of peer assessment with regards to its importance in supporting students’ learning experiences and the outcomes were at surface level. However, the practices of peer assessment were more conventional rather than insightful. The data revealed that the understanding and practices of the teachers are more superficial. No evidence indicates that peer assessment is being used to develop students’ learning and skills at large. The main purpose of peer assessment in school was to identify the weakness of students and the allocation of marks. However, any structural guidelines like rubrics were missing. Even proper instructions were not given by the teachers. Therefore, the study proposes that teachers should prepare themselves with pedagogical and content knowledge regarding formative assessment in general, and peer assessment in particular, to make its implication effective at any classroom level. In this connection, professional development and training for teachers can be arranged through prime educational organizations and institutions. Thus, peer assessment can be made effective and purposeful for both the teachers and students.

This document is available in the relevant AKU library