Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students' perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students' abilities to peer-assess

This is an Author's Original Manuscript of an article published in Assessment and Evaluation in Higher Education, 2014, vol. 39, núm. 5, p. 592-610, available online at: http://dx.doi.org/10.1080/02602938.2013.860077