It makes my students much more engaged with the class and each other!

I love that it gives me an alternative to traditional peer review, which is often messy and difficult to keep track of.

I wish leaving comments directly on student essays was easier--maybe if there was a Google Drive integration.

I really appreciate how this has helped me elevate the peer review process into something far more meaningful. I teach geography, so in addition to all the content delivery, structuring a peer review of this quality is almost impossible. But I also really believe in the importance of helping students collaborate and provide feedback better.

The structure of the platform and how it makes all the menial tasks of setting up peer review incredibly easy. The quality of feedback I see from students who engage meaningfully far surpasses what I was previously able to get them to do in our LMS (Canvas). I am a huge fan of peer review as a concept, but in practice, students are not well situated to do it and it takes a lot of time to set it up well for 200 students. I like how I can delegate points how I want, emphasizing what I want students to engage with. After a brief learning curve of timing, I've also found that the majority of students really appreciate it. This is the only thing they have to pay for in my course, but most find that it's worth the cost and the end of term reviews (I do a career readiness reflection as well as regular class review) overwhelmingly highlight how much they learned both reading and reviewing their classmates' work. That is the best outcome. Well, that and their revisions to assignments are also

The students seem to be continually confused about the grade they see in Kritik and it can make my email quite unwieldy. I haven't spent much time looking at the student view, but that seems like something that could be fixed, maybe more warnings about the grade they're seeing added or something. I'd also like to be able to weight different assignments differently within the same class.

My would say my overall experience was mediocre to good. The decreased grading load was great, the software issues were not. The students didn't love it enough for me to stop using Top Hat and replace it with Kritik in my other courses. Though, if I do teach the capstone course again in the future, I would definitely be interested in hearing about updates and would consider it for that particular class.

I have used Kritik in my capstone undergraduate public health course. I liked that it was a relatively easy way to take some of the burden of grading off of me, and place it onto the students in a way that improved the learning process.

I haven't taught the capstone course in about 2 years, so I am unfamiliar with the updated features of Kritik. When I did use it back in 2020, it was still quite new and had some bugs. For example, it was difficult to deal with late assignments and sometimes my students found that their projects were too big to upload (they were voice-over PPTs). I also found that many of my students gave high grades across the board. But my main issue with using it in other courses is asking my students to pay an additional fee. I have used Top Hat in many of my courses for years and I like its capabilities. I don't plan to give up using Top Hat, but I am also not going to ask my students to pay for two different software programs. In my capstone course, I don't use Top Hat, so I was okay with asking the students to purchase Kritik.

The customer service and technical support was like nothing I have ever seen before. It was OUTSTANDING. The chat button was easy to use, and every question was answered promptly and efficiently. Sometimes they even did the thing I needed (solved the problem) for me, and I didn't even have to do anything to fix it.I loved that the students could use the chat button and access Kritik's help, rather than bother me with technical issues. It was completely supportive for both me and my students. I was also supported in setting up and moving through the program. It did take some time to learn, but Kritik staff were there (what seemed like 24/7) to help all along the way.

I really appreciated the video that explains the purpose of peer evaluation to students so that it is not just coming from my own opinion of how I want to assess student learning.I really appreciated the opportunity for students to assess their peers' learning as I think this is where most of their own learning happens.I really appreciated that the students received feedback from more than just myself. This helped them see that when they succeed or do not succeed, it is not because of my 'hard or inappropriate or unfair' marking. They get a well-rounded viewpoint of how they are doing. And they cannot blame their success (or lack thereof) on me or anyone else. They still try! But Kritik makes everything more objective in the end.

I least liked that I cannot just use it when I want in any institution. I have to get permission from my institution first, and then student have to be charged accordingly. I wish my whole institution would be on board and it was a natural and normal part of many courses.

I think this is a great solution to the problem of both getting students good feedback on their qualitative assignments and of teaching students to be effective evaluators. The interface is intuitive, and the support is good, making it a good overall experience.

This is the only system I'm aware of that does what it does, allowing students to give each other anonymous feedback and allowing professors to assign qualitative, criticial-thinking assignments to a large class without creating a huge grading load. Although the concept can sound intimidating, once you're in the system, the flow is easy, as Kritik directs you (the instructor and students) to the next step and makes sequences and timelines clear. Customer/technical support is instantaneous, and they solve any problems that arise immediately.

It's important to gauge accurately how much time it will take students to complete an activity. Students often complain that the process on the whole creates more work than is reasonable for this level of course. That can be addressed by making weekly or biweekly assignments very brief and by assigning more weight for participation and less for quality. Because it's a relatively new product, there are occasionally bugs and hiccups, but the staff is quick to fix them.