Pricing Page : Hypothesis

Hypothesis Packages

Social annotation brings a dynamic, interactive layer to every course. With Hypothesis, educators and students collaborate to boost reading proficiency and critical thinking skills.

Free

Per student/yearly

Features

Core annotation
Private groups

Training and Support

Self-service Support

Bronze

Per student/yearly

Features

Core Annotation
LMS Integration
Up to 1,000 user seats

Training and Support

Self-service Support
Partner workshops
1 annual training session
Standard Email Support

Silver

Per student/yearly

Features

Core Annotation
LMS Integration
Up to 2,000 user seats
Advanced Analytics
Auto-grading

Training and Support

All Bronze Features
Hypothesis Academy

Gold

Per student/yearly

Features

All Silver Features
Up to 3,000 seats
Advanced Analytics
Auto-grading

Training and Support

Unlimited Training
Dedicated CSM
Premium Support
Hypothesis Academy
Quarterly Check-Ins

Looking for something else?

Contact our sales team for a custom solution

Make learning more active, visible, and social.

Social annotation brings a dynamic, interactive layer to every course. With Hypothesis, educators and students collaborate to boost reading proficiency and critical thinking skills.

Hypothesis Academy

Dive into asynchronous courses that go beyond the basics of social annotation. Learn to design impactful assignments tailored to enhance student learning. Earn a Hypothesis Certified Educator badge upon completion.

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Auto-Grading

Streamline your grading with Hypothesis’s auto-grading feature! Automatically assign grades to student annotations, simplifying assessment and saving valuable time.

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LMS Dashboard

The Hypothesis LMS Reporting Dashboard empowers educators and administrators with real-time insights into social annotation activities. Track annotation counts, monitor engagement, and gain a holistic view of student interactions—helping you enhance participation and create a more interactive learning experience.

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Testimonials

Professor of Chemistry
Rutgers University–Camden Dr. Georgia Arbuckle-Keil
"I noticed that the personality of the students came through...I gain insight into the students beyond what is possible in the classroom. Even after we are back in person, I have enjoyed getting to know students via Hypothesis beyond a typical classroom response."

Distinguished Professor
Information Science and Computer Science, University of Colorado Boulder Leysia Palen
"With Hypothesis, everyone’s visible to each other and so we really do have a chance at creating a learning community. Students get to know each other’s names. Conversations with Hypothesis feel very warm and collegial. Nobody has to be afraid of raising their hand"

Assistant Professor
Gender, Women, and Sexuality Studies, Metropolitan State University of Denver Dr. Sonny Dhoot
"Hypothesis allows us to push the limits of what we think is required as a solitary activity. Every time I ask my students to annotate, it has a very clear purpose and will directly benefit the students. The annotations are almost like a ‘living’ text that they are able to go back to. With Hypothesis, students are actually reading together, and they are giving each other feedback. I would never have thought that you could do that."

Associate Professor of Teaching/Instruction
Temple University Marcia Bailey
"Hypothesis is an excellent tool to engage students with the text and with each other. I used it almost weekly this semester."

Distinguished Service Professor of Anthropology
Knox College Nancy Eberhardt, Ph.D.
"Hypothesis gets students talking to each other about the reading outside of the classroom in a way that I have never been able to see happen before. They come to class much more ready to talk about the reading, and I have a sneak preview of the issues they found most compelling, as well as the ones they might have missed"

Professor of English
Florida State University Candace Ward, Ph.D.
"I’ve found Hypothesis invaluable in engaging students with assigned reading material…The students say very smart things; they engage with each other very civilly and respectfully, and they synthesize their annotations with other class discussions, projects, and readings."

ESOL Instructor
Peralta Community College District Danitza Lopez
"We love Hypothesis! This handy tool allows us to go deeper than any other platform because we can directly have discussions about a particular word/sentence/paragraph within a text. We even use it for peer reviews, and it works super well. It is such an easy tool to use, too!"

Professor of English
Cerritos College Francie Quaas-Berryman
"I have found Hypothesis to be a great way to guide students through online reading, provide additional resources directly through the text, and engage them in online discussions of the text!"

Professor of Chemistry
Rutgers University–Camden Dr. Georgia Arbuckle-Keil
"I noticed that the personality of the students came through...I gain insight into the students beyond what is possible in the classroom. Even after we are back in person, I have enjoyed getting to know students via Hypothesis beyond a typical classroom response."

Distinguished Professor
Information Science and Computer Science, University of Colorado Boulder Leysia Palen
"With Hypothesis, everyone’s visible to each other and so we really do have a chance at creating a learning community. Students get to know each other’s names. Conversations with Hypothesis feel very warm and collegial. Nobody has to be afraid of raising their hand"

Assistant Professor
Gender, Women, and Sexuality Studies, Metropolitan State University of Denver Dr. Sonny Dhoot
"Hypothesis allows us to push the limits of what we think is required as a solitary activity. Every time I ask my students to annotate, it has a very clear purpose and will directly benefit the students. The annotations are almost like a ‘living’ text that they are able to go back to. With Hypothesis, students are actually reading together, and they are giving each other feedback. I would never have thought that you could do that."

Distinguished Service Professor of Anthropology
Knox College Nancy Eberhardt, Ph.D.
"Hypothesis gets students talking to each other about the reading outside of the classroom in a way that I have never been able to see happen before. They come to class much more ready to talk about the reading, and I have a sneak preview of the issues they found most compelling, as well as the ones they might have missed"

Professor of English
Florida State University Candace Ward, Ph.D.
"I’ve found Hypothesis invaluable in engaging students with assigned reading material…The students say very smart things; they engage with each other very civilly and respectfully, and they synthesize their annotations with other class discussions, projects, and readings."

ESOL Instructor
Peralta Community College District Danitza Lopez
"We love Hypothesis! This handy tool allows us to go deeper than any other platform because we can directly have discussions about a particular word/sentence/paragraph within a text. We even use it for peer reviews, and it works super well. It is such an easy tool to use, too!"

Professor of English
Cerritos College Francie Quaas-Berryman
"I have found Hypothesis to be a great way to guide students through online reading, provide additional resources directly through the text, and engage them in online discussions of the text!"

Professor of Chemistry
Rutgers University–Camden Dr. Georgia Arbuckle-Keil
"I noticed that the personality of the students came through...I gain insight into the students beyond what is possible in the classroom. Even after we are back in person, I have enjoyed getting to know students via Hypothesis beyond a typical classroom response."

Distinguished Professor
Information Science and Computer Science, University of Colorado Boulder Leysia Palen
"With Hypothesis, everyone’s visible to each other and so we really do have a chance at creating a learning community. Students get to know each other’s names. Conversations with Hypothesis feel very warm and collegial. Nobody has to be afraid of raising their hand"

Assistant Professor
Gender, Women, and Sexuality Studies, Metropolitan State University of Denver Dr. Sonny Dhoot
"Hypothesis allows us to push the limits of what we think is required as a solitary activity. Every time I ask my students to annotate, it has a very clear purpose and will directly benefit the students. The annotations are almost like a ‘living’ text that they are able to go back to. With Hypothesis, students are actually reading together, and they are giving each other feedback. I would never have thought that you could do that."

Case Studies

Explore how Hypothesis is making a difference in classrooms and beyond. Our case studies showcase the transformative impact of social annotation across diverse topics—see how it’s reshaping teaching and learning.

Creating Inclusive Learning Environments

Improving Reading Completion

Increasing Student Engagement

Improving Comprehension, Grades, and Retention

Get Started with Hypothesis

Ready to bring interactive, collaborative learning to your classroom? Fill out the form below to start using Hypothesis and transform your students’ engagement with course materials.