Whether student presentations are given to large or small groups, one of the challenges for teachers is to keep non-presenters active. One useful way is to have them give feedback to their peers. This also reduces the burden on the teacher having to manage the class and be solely responsible for critiquing many presenters, in whole class presentations, or in carousel (Robb, 2019) style presentations, when it is not possible to see them all. This paper will discuss three ways that the presenter has employed in university classes, both in a real room and in Zoom, to have students give evaluative comments to each other following different kinds of presentations - whole class, in small groups, and also online. Students can give their feedback on their mobile devices and then conveniently receive the evaluations on them, too. Each method has its own advantages, though, and being aware of these will help a teacher decide which to use for any particular situation. The three ways are: 1. Google Forms/Sheets; 2. PeerEval; and 3. Moxtra. The first is best for in-depth feedback, but requires more teacher effort and probable delay in distribution. The second is the most immediate and ‘fun’ for students. The third is designed for online presentations (Knight, 2018), and therefore has special benefits and downsides connected to that. This presenter will explain the pluses and minuses of the three different methods, as well as report survey comments made by students who have used them.