Scientific article reading is an important competence for undergraduate students in the sciences. To help acquire this skill we chose to propose students a poster session with peer evaluation. Students are grouped in teams to which subjects are assigned. Each team prepares a poster during the semester and prints it before the exam. Students then enter a rotation system in which they alternatively present their poster to their peers and one teacher, or evaluate the posters of other groups. Each session is composed of a presentation, questions and evaluation. The evaluation is performed both by the teachers and peers. The question of biases emerges because this poster session replaces an anonymous exam. Data from four years allows us to analyze the evaluation performed by the students and teachers: i) the dynamic range of grades given by students tends to be smaller than in the case of teachers; ii) the evaluations appear not to be biased in terms of gender but might be detrimental to visible minorities.
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