Faculty-Led Workshop

Peer Feedback and Peer Learning
in Criminal Justice Courses

How to Save Time Grading while Improving Student Engagement and Critical Thinking Skills

Workshop with

Professor Stan Korotchenko
Assistant Professor
Department of Criminal Justice
Tarleton State University

Join us for a faculty-led workshop covering activities and best practices of leveraging AI-driven peer assessment.
What to expect:
  • Activity examples for implementing peer assessment in criminal justice courses
  • How to prepare your students for peer evaluations
  • Implementing essay assignments with peer assessment
  • Impact on student engagement, understanding of course concepts, social interactions and accountability
  • A short walkthrough of Kritik's AI-driven peer assessment platform and key features
  • 15 minutes of Q&A

September 1st
(Online Workshop)
Register for the session
Professors Stan Korotchenko

Professor Stan Korotchenko
Assistant Professor, Criminal Justice Department, Tarleton State University
Register for the session

Engaging students with peer assessment in criminal justice courses.

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Save Time Grading while Increasing Student Engagement

Peer-To-Peer Review

Proprietary-technology ensures student evaluations are completed accurately

Grading Made Easy

Customized Rubrics that Match your teaching style

Data-Driven Insights

Kritik notifies you of at-risk or dis-engaged students, and helps guide them in the right direction

Vibrant Online Community

Empower students to connect & learn together
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The Gap Between Online Learning & Personalized Feedback

90% of students indicated that participating in Kritik activities helped them learn course content better
97% of students mentioned they read each and every one of the peer evaluations they receive
94% of students voted for 3 evaluations per creation being the optimum number
97% of students said the grades they gave their peers were the grades their instructor would have given

What Students say about Kritik

“I think using Kritik made writing the final paper less intimidating because it allowed for checkpoints.”
“I really liked being able to interact with the people grading me and vice versa. It felt genuine, and I really felt a desire to help people improve and felt the same from them."
“I think it should be implemented campus wide.”