Can undergraduate electrical engineering students assess each other's presentations effectively?

Assessment plays a vital role in the education process since it is the first step for continuous improvement. Students are the most important constituency of the education process and their input is very important to be considered. Unfortunately, students usually play a passive role in the assessment process. Therefore, in this paper, we discussed the viability of students' peer assessing each other's project presentations effectively. To do so, we conducted a study to understand the dynamics of students' peer assessment and compared it to the instructor's assessment. We also analyzed what could influence the students' performance while conducting peer assessments and devised recommendation to improve the reliability of peer assessment. To validate our findings, we conducted a quantitative analysis taking into consideration all the pertinent parameters involved in this model. Assessment results indicated that students on average tend to overrate peer performance. Additionally, we found that there is a correlation between the assessment results and the rubrics used for the assessment.