A Descriptive Study on the Multidimensional Profile of 360-Degree Assessment Scores and Perceptions Among Student Teachers in Practice Teaching

Author(s)	Dr. Thanuja Karimbana
Country	India
Abstract	In alignment with the mandates of the National Education Policy (NEP) 2020, teacher education programs are shifting away from traditional, single-rater supervisor models toward multi-source evaluation frameworks. This descriptive survey study investigates the distribution, inter-rater alignment, and student-teacher perceptions of the 360-degree assessment framework implemented during mandatory practice teaching internships. Utilizing a sample of N = 120$ student teachers, data was gathered using a verified Score Extraction Proforma across four evaluator sources (Self, Peer, School Mentor, and Teacher Educator) and an item-validated Perception Questionnaire. Descriptive statistics, One-Way Analysis of Variance (ANOVA), and Pearson’s $r$ correlation coefficients were deployed to analyze the data. The study maps inter-rater reliability, identifies systemic leniency or stringency biases among evaluator subgroups, and evaluates the psychological and professional impact of multi-source grading on pre-service teachers. The structural framework provides clear operational pathways for teacher education institutions transitioning to NEP-compliant evaluation protocols.
Keywords	360-degree assessment, practice teaching, pre-service teacher education, multi-rater feedback, NEP 2020, formative evaluation.
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-08-16

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research