Teaching of Software Engineering courses is challenging from many perspectives, where one of the key aspects is authentic assessment of the student work. Assessment of students’ work becomes especially challenging when we are dealing with large cohorts of students. The assessment typically should be done in a very short time frame, either to provide an early feedback within the semester or to allow for finalisation of the students’ grades for the course. Providing timely and comprehensive feedback is especially important during the semester, when students are more keen to improve their skills on the course topics. In this work we (1) analyse the level of correlation between students’ peer-review skills and their problem solving skills within Requirements Engineering activities, and (2) to what extent the students’ peer-feedback can be used to provide an early feedback within the semester or to mark students’ assessments.