Research has been insisting on the formative nature of the assessment process and on the need to design and develop feedback processes as a key action for the student to give meaning to the information received and decide their further actions. In this context, various experiences have suggested a greater participation of students in these processes to help them better understand the meaning of feedback, make their own judgment, manage the effective dimension and act accordingly. The article presented below aims to describe the effects of a peer review experience in which 173 students and 12 university teachers participated from four experiences developed in three universities, from analyzing, through a non-experimental design, the type of feedback given, the students’ perception of its usefulness and the motivation it generates and its application in subsequent tasks. The results show that the feedback provided is basically focused on the task and tends to focus on the errors, a pattern that had already been noted by previous literature. Despite this, students tend to perceive that this experience has allowed them to improve both the task and their learning process. These findings offer some guidelines to address future feedback processes that favor learning in higher education and beyond.