Among the strategies used to promote participatory and learner-centred forms of assessment that promote students’ assessment literacy we include feedback and peer assessment. In the light of this framework, peer review strategies were tested in a Primary Education degree course. The results show the effectiveness of peer review activities of authentic tasks in developing students’ planning and evaluation skills, with an improvement in their performance and products. The results also showed the support of the peer review process in explicating students' implicit knowledge. The research also showed the importance of adapting university courses remotely through the planning of the learning environment and the use of online technologies/resources and the role of documentation in the development of design, evaluation and reflective skills of university students.