We describe our experiences in using the Moodle Workshop activity to enable first-year undergraduate students to peer review and assess their classmates’ end-of-course projects. Our study covers two introductory courses to Engineering Graphics of the Industrial Engineering curriculum, one at the University of Vigo (UVIGO) and the other at the University of A Coruña (UDC). In UVIGO the students were provided with an exploded technical illustration of a mechanical assembly and they were asked to create the corresponding set of working drawings. In UDC the students evaluated group service-learning projects in which they had to design and 3D print an arm adapted to a helmet aimed to allow people with cerebral palsy to play Boccia (a Paralympic sport). In both cases, the students were given a peer grading rubric detailing the assessment criteria. Based on the responses of 46 students who voluntarily answered to a post-workshop survey, the main conclusions that can be drawn from this case study are that providing and receiving peer feedback has been perceived to be useful and the workshop event is successful. From the teacher’s perspective, the use of Moodle workshops substantially reduces the time spent on assessing students’ work, but there are some challenges as setting up the activity correctly can be tricky.