  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%, with a mean of 6.3\% (and median of
5.0\%), highlighting the potential impact of inter-examiner variability on
students' final grades.
