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Knowledge transfer among peers can favor learning. On the other hand, coevaluation, as understood in this investigation, implies the evaluation of peers ’ assessment when transferring knowledge developed by them. Additionally, knowledge transfer and coevalua tion contribute in the development of certain competences in assignments that comprise: 1) sharin g the results with the whole class, 2) analysis, 3) commitment and 4) responsibility. However, objectiv ity when assessing peer performance is an issue and a concern, basically due to the fact that, although peers are recipients of the information being shar ed, they do not get involved in the evaluation as stake holders. As part of the evolution of learning, stu dents need to evolve to recognize their capability to eva luate, since for some, peer evaluation can be intimidating. In this investigation, the use of AHP have been applied in three courses and to a total of 103 students in engineering at Universidad Metropolitan a, particularly those almost at the end of their programs to investigate the feasibility of getting a more objective coevaluation of students by their p ers. Methodology, results and final grading are discusse d and next steps are presented. There is still much to do in this area to get objectivity from evaluation si ce high inconsistencies were found and final gra ding allocation has not yet been defined. However, AHP i s still considered the best technique to address th i problem.

Coevaluation and Grading of Engineering Students in Venezuela Using AHP