Strengths and dangers of self and peer assessment in engineering learning. Teachers' and students' perspective

Given the need to use competency assessment systems, a complex problem arises, especially when applying a metric to transversal competencies is intended. In this context, it is possible to use, among other tools, self and peer assessment, so that the first-person perspective of the students is considered among the criteria to quantify aspects that are difficult to measure. Even though it may seem interesting, this strategy is not riskless, at least this is deduced when talking about this topic with some colleagues. It is intended to address a reflection on the advantages of self and peer assessment within engineering assessment, but also analysing the risks involved (lack of maturity, assigning too high grades...). This feeling of risky activity is presented as especially dangerous when it has to be used by teachers who are reluctant to its use. Analysis of collected assessment data and questionnaires addressed to both teachers and students will provide an insight to their opinion about these assessment methods