In the framework of lifelong learning, learning outcomes target a set of skills for work based on contextualized previous experiences. Specially designed activities performed during the training path will become formative thanks to guiding and feedback, but also formative assessment before summative evaluation. Higher education learning performance motivates this learner-centered pedagogical choice that requires a real commitment from the audience. By relying on our practices in an engineering school and satisfaction surveys, the chapter puts the focus on how peer review during activities supports personal development. The authors present a gradual assessment process as a part of the pedagogical scenario for groups enrolled in initial and vocational trainings. This should provide a key lever to develop skills not only for the work but also for learning autonomy, commitment, human and social qualities, thanks to the external feedback from their peers and supervised debriefings. This process supports the satisfaction of all with respect to a common objective embodied by accepted and shared assessments.