Evaluating the performance of students in higher education is essential for gauging the effectiveness of teaching methods and achieving greater equality of opportunities for all. In this study, we investigate the correlation between two teachers' grading practices in a deep learning course at the master's level, offered at CentraleSup\'elec. The two teachers, who have distinct teaching styles, were responsible for marking the final project oral presentation. Our results indicate a significant positive correlation (0.76) between the two teachers' grading practices, suggesting that their assessments of students' performance are consistent. Although consistent with each other, grades do not seem to be fully reproducible from one examiner to the other suggesting serious drawbacks of only using one examiner for oral projects. Furthermore, we observed that the maximum difference between the grades assigned by the two examiners was 12.5%, highlighting the potential impact of inter-examiner variability on students' final grades.

翻译：在高等教育中评估学生的表现对于衡量教学方法的效果以及为所有人创造更平等的机会至关重要。本研究调查了CentraleSupélec硕士层次深度学习课程中两位教师评分实践之间的相关性。这两位教学风格迥异的教师负责对期末项目口头报告进行评分。我们的结果显示，两位教师的评分实践之间存在显著的正相关性（0.76），表明他们对学生表现的评估具有一致性。尽管彼此一致，但不同评分者给出的成绩似乎并不完全可重复，这揭示了仅依赖一名评分者进行口头项目评分可能存在的严重缺陷。此外，我们观察到两位评分者所给成绩的最大差异为12.5%，凸显了评分者间差异对学生最终成绩的潜在影响。