Self and Peer to Peer Assessment: Evaluating Oral Presentations in a Final Year Engineering Subject

Acquiring competences is a crucial element for all university students to maximize their capabilities in order to facilitate their access into the working world. In this paper, we present changes introduced in a final year engineering subject to develop certain competences more efficiently. Firstly, those changes have implied moving from traditional class sessions to class sessions in form of ĝ€pills', defined as brief and concise contributions of knowledge which highlight some elements of a specific topic. In fact, ĝ€pills' are designed to stimulate both student-student interaction as well professor-student interaction, within the framework of a Project Based Learning methodology. Secondly, as part of the subject redesign, self-evaluation and peer to peer evaluation will be introduced the next academic year, with the goal of improving the assessment of competences. In order to do that it, these evaluating activities have been introduced this academic year to check the viability of those tools, although without having a real weight in the final grade of the students. The results obtained shed light on the issue and have helped to identify some possible adjustments in order to effectively implement self and peer assessment in the future courses.