The current study leveraged best practices in peer assessment and provision of feedback, as well as end user input, to improve the effectiveness of peer assessments in a junior leader course. Relative to a legacy process that focused primarily on collecting rankings and general comments, revisions focused on providing clear guidance for evaluation criteria in the form of behaviorally anchored rating scales for critical leadership attributes.  This promoted the provision of constructive peer feedback within the framework of the Army’s Leader Requirements Model. To test the effects of the revisions on student outcomes, the administration of revised and legacy peer assessments were counterbalanced at Times 1 and 2, and all students completed the revised peer assessment at Time 3. Students were also asked for feedback on the assessment they completed at Times 1 and 2. After completing the assessment at Time 3, they were asked to complete a survey comparing the utility and usability of the two versions of the assessment. Though the legacy assessment was generally rated as easier and quicker to complete, the revised process was rated as more useful for student development. Furthermore, cadre rated the revised process higher than the legacy process on all characteristics. The implications for student development and areas for future research are discussed as well as recommendations for how to more effectively use peer assessments in support of Soldier development.