This article compares two peer assessment methods to determine which approach students perceive as most beneficial. The study presents the results of a survey conducted in a course of Norwegian language and academic writing at the preparatory course for engineering at the Norwegian University of Science and Technology (NTNU). These results are compared with those of a similar survey conducted the previous year, when a different peer assessment method was used.

Both surveys followed peer assessment activities embedded in process-based writing assignments. Between the two surveys, significant methodological changes were implemented - some of which were based on prior student feedback. These changes included grouping students based on class attendance, conducting peer assessment anonymously rather than openly, allocating in-class time for text revisions, and introducing the digital platform FeedbackFruits for online assessment.

The aim of the article is to evaluate how these methodological changes were received by students. Survey responses, grouped by student attendance levels, show that students with high attendance were most satisfied with the revised peer assessment method - more so than both low-attendance students and last year’s average respondent. Overall satisfaction has increased compared to the previous year, and students expressed no desire to return to the previous methodology.

In conclusion, the methodological changes appear to be successful, leading to higher student satisfaction and improved peer assessment experiences.

Keywords: Education, peer assessment, evaluation, self-evaluation, academic writing, technology