Undergraduate students, and their class teachers, assessed the performance of their peers in three oral and written tasks as part of a group project. The two sets of marks awarded by peers and teachers were subsequently compared to find out whether the students were competent to assess their peers alongside their class teachers and whether this competence, or lack of it, was partly determined by the nature of the task being assessed. A number of statistical tests were run to establish the levels of agreement, the ranges, differences and relationship between peer and teacher assessments. The results have led us to conclude that the peer assessments are not sufficiently reliable to be used to supplement teacher assessments. Students' competencies in peer assessment do not appear to be dependent on the nature of the task being assessed, but there is some evidence that practical experience of assessing a particular task type can lead to an improvement in students' assessment skills when they assess a similar task. The paper also discusses possible improvements in peer assessment procedures based on the experiences gained.
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