Nowadays, the educational methodology known as “peer assessment” constitutes one of the pillars of formative assessment at the different levels of the educational system, particularly at the University level. In fact, in recent years, it has been increasingly used to enhance students' meaningful learning, as it is considered to be an element of social learning, in which students benefit from the lessons learned by other classmates, and draw upon the ability to assess the quality of the learning, contrasting it with the level of knowledge that each has about the subject/course being evaluated, and using common evaluation criteria. In this regard, this paper represents the experience of two groups of students. It allows us to determine how many peer assessments should be required of students in a particular course in order to constitute a serious, reliable activity. On the other hand, from the point of view of the student, the assessments are evaluated to the extent that they are seen as a required and mandatory exercise that must be carried out by students simply to pass the course. In the latter case, the activity can become extremely trivial and banal. Statistical analysis of the results indicates that three peer assessments per student appraised represents an adequate number. On the other hand, more than thirty peer assessments fail to contribute to learning, nor do they represent serious activities