<![CDATA[Purpose: This study evaluates the efficacy of the Peer Coaching Mentoring Model in enhancing secondary educators' learning assessment literacy compared to conventional seminar formats, directly addressing systemic deficits in diagnostic evaluation and qualitative feedback construction. Method: A quantitative quasi-experimental pretest-posttest non-equivalent control group design was conducted with secondary teachers across science and humanities disciplines. Data collected via the Teacher Assessment Literacy Performance Rubric and Classroom Assessment Scenario Inventory were evaluated for content validity and inter-rater reliability before undergoing analysis of covariance and multivariate analysis of variance. Findings: The peer coaching intervention substantially outperformed traditional workshops, achieving significant overall competency gains. Detailed sub-dimension analysis demonstrated that the largest performance improvements occurred in qualitative feedback construction and diagnostic data analysis. Practical implications: This model provides school administrators with a scalable, job-embedded framework for institutionalizing school-based learning communities and continuing professional development initiatives that enhance data-informed instructional practices. Originality/value: This research offers compelling empirical evidence that non-evaluative peer coaching creates vital psychological safety, successfully bridging the long-standing gap between educators' favorable attitudes toward peer collaboration and their operational classroom practices]]>
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