In the context of continuous assessment for learning in a university course in French-speaking Switzerland, this article studies students’ perception when they receive multiple feedbacks from their peers about a written academic assignment carried out in small collaborative groups. How do students, who are both assessees and assessors, perceive these multiple feedbacks, especially when they are led to compare them to regulate their own initial assignment and their assessment skills? This article analyses in detail the processes and feelings at play when students notice similarities and differences between the feedbacks they received and produced. In light of the results, conceptual considerations are proposed around the notions of feedback, internal feedback, comprehensive feedback and metafeedback, seen as contributing to the regulation and learning processes involved.