In the current educational European context (European Higher Education Area, EHEA) it is common to observe that students have difficulties when carrying out assignments that required depth and quality. This problem is exacerbated in technical degrees. It is because of this problem that the necessity of promoting innovative teaching actions appears to help students perform more complex projects that also include other aspects of the business world and entrepreneurship. The teaching innovation described in the present work, aims at provinding students with the required critical skills for the detection of problems and deficiencies when writing and analyzing a business plan. To do this so, the experience presented uses the concepts of self-assessment and peer-assessment