Assessment is one of the most decisive pedagogical components in the teaching–learning process and, for that reason, its application should be well supported and carefully planned. It is through assessment that learning is qualified, with two main strands standing out: summative and formative. Despite the predominance of summative assessment conducted by the teacher in educational contexts, this article focuses on peer assessment as a pedagogical tool capable of fostering a dynamic approach that spans multiple domains. Drawing on a case study of the undergraduate Audiovisual and Multimedia program at the Polytechnic Institute of Beja, the article analyses implementation strategies, identifies key benefits and challenges, and proposes pedagogical guidelines for integrating peer assessment into module descriptors within the field of Audiovisual and Media Production. The findings highlight the potential of peer assessment to enhance both academic outcomes and professional competencies, supporting its systematic adoption in creative and technical curricula.