ntroduction: The Higher Education Institutions face a substantial change in a context in rapid and constant evolution. The challenges to answer to the new expectations in higher education arise for an investigation into the influence of the complex contexts in academic practices, and the assessment of students. Areas that will have to be rethought and renewed (Boud D et al, 2010). The involvement of students in assessment processes means that they do not identify evaluation only as a method of measuring learning, but also to provide learning (Cartney, 2010). Objective: Based on a new paradigm of teaching, student-centered learning and assessment, our objective is to develop metacognitive competencies in higher education students by using peer feedback as a collaborative learning and assessment strategy. Methods: The methodology used is based in the participatory action research, combining qualitative and quantitative approach. Through the use of an online platform (AC3Enf), using the peer feedback strategy, we develop higher education students, metacognitive competencies, such as: self-directed learning, critical and reflective spirit, ability to analyze situations and solve problems, communication skills, leadership, innovation, integration/inter action in a team, adapt to change and decision making. Results: The results of using peer feedback in a online plat form, show us, that students are more critical and reflective thinkers, self awareness, with collaborative behavior, decision making and self-development with innovation and creativity.