A traditional lecture tends to operate in only
one or two quadrants of Kolb's learning circle and promotes
strategic and, at worse, surface learning. Software
engineering is an important subject for computing
engineering students. It is imperative they establish a deep
understanding of the subject to ensure best working
practices. Supplemental instruction, teaching others a
subject, often promotes a high level of learning. The paper
demonstrates the results of such an exercise by groups of
students lecturing on a component of the software
engineering course. Both peer and self-assessment was used
to measure individual performances, efforts and impact.
The paper reports on student reactions to this assessment
and offers a strategy for the informed practice and
development of peer assessment and some guidelines on how
to assist students to develop and present a lectur
