Objectives To compare peer assessment with instructors’ assessment of cavity preparations prepared by undergraduate dental students in operative clinical sessions and to assess the effect of different variables such as gender, academic year of the students, and timing on the reliability and accuracy of the peer assessments. Methods A retrospective cohort study evaluating 2715 cavities prepared by undergraduate dental students and assessed by instructors and peers using a standardized grading rubric utilized formally within the operative courses. The effect of gender, level of academic year, and timing of assessment was studied. Descriptive statistics and paired sample t ‐test were used to analyze the results. Results Significantly higher ( p < 0.001) peer compared to instructor assessment was found during the first 2 months of the ac
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