2.1.1. INTRODUCTION

Peer assessment is becoming a core means to promote student-centered assessment processes in Higher Education (Pérez, Vidal-Puga & Juste, 2022), as well as student feedback literacy (Hoo, Deneen & Boud, 2022). The concept of ‘feedback literacy’ encompasses the ability to read, interpret and use feedback (Sutton’s (2012), as well as to develop understanding, capacity and disposition to process it (Carless & Boud, 2018; Hoo, Deneen & Boud, 2022). Thus, in this type of activity and by assuming the roles of feedback provider and recipient, students are expected to develop a clearer understanding of what is required in the tasks. Thus, the development of a deeper insight into their own learning process may have a positive impact on their self-regulation and future performance. Besides promoting higher-order learning, peer assessment also fosters the students’ responsibility, critical thinking and collaboration competences. Technology-enhanced peer assessment has been proving advantageous, in particular because of its flexibility to overcome space and time constraints, but also because of the anonymity it may offer to those involved.