Practice Quiz for Teachers
Here are ten short questions to check your understanding of Process Feedback. This is not scored or recorded.
1. What is the primary purpose of Process Feedback?
A. To detect and prevent AI-generated writing
B. To replace plagiarism checkers with a more accurate detector
C. To give students and teachers data to reflect on and discuss the working process
D. To certify that a student’s work is their own
Check Answer
C. Process Feedback can support academic integrity, but that is a side benefit, not the goal. Its main purpose is to give students and teachers data to reflect on the working process.
Read more: Why use Process Feedback
2. The Process Feedback project rests on the belief that thinking improves through…
A. reflecting on the doing, not just the doing itself
B. repeated practice until the task becomes automatic
C. comparing your work against top-scoring peers
D. receiving a detailed rubric on the final grade
Check Answer
A. The project’s founding idea is that thinking improves not just through doing, but through reflecting on the doing. As John Dewey put it, “We do not learn from experience, we learn from reflecting on experience.”
Read more: Why use Process Feedback
3. Which chart in the writing process report shows, in a single view, whether a student wrote continuously (linearly) or revised throughout the document?
A. Paste Events
B. Writing Sessions and Breaks
C. Writing Replay
D. Edit Location in the Document
Check Answer
D. This chart shows when each edit happened, how much text changed, and where in the document it happened, all in one view. A smooth diagonal line means continuous typing. Bars scattered across the chart mean revision throughout. Writing Replay can show the same thing, but only as you watch it play back.
Read more: Sample student report · How to identify AI-assisted writing patterns
4. Beyond reflecting after the work, Process Feedback aims to grow students into reflexive practitioners who…
A. think critically while they are actively working
B. memorize feedback to reuse on future exams
C. reflect only when a teacher asks them to
D. reflect on their work once they receive a grade
Check Answer
A. The goal is reflection-in-action: thinking critically while working, not only afterward. Option D describes reflection after the fact. It is useful, but it is not the end goal.
Read more: Why use Process Feedback
5. A writing process report differs from an AI detector because it…
A. returns a confidence score like “45% AI probability”
B. shows the actual editing history (what happened)
C. compares the final text against a database of known AI outputs
D. flags sentences that sound machine-written
Check Answer
B. An AI detector guesses from the final text. A writing process report shows what actually happened while the document was written, such as writing time, pastes, and revisions. Options A, C, and D describe how AI detectors work.
Read more: How to identify AI-assisted writing patterns
6. Patterns like very short editing time or a large paste event should be treated as…
A. proof of cheating
B. an automatic report to the integrity office
C. reliable evidence of AI use
D. conversation starters (not conclusions)
Check Answer
D. Neither pattern proves AI use. Short editing time may mean the text was drafted elsewhere, and a large paste may come from the student’s own notes. Use these patterns to start a conversation with the student, which is also the most reliable check.
Read more: How to identify AI-assisted writing patterns
7. You teach a large class and want to compare many students’ writing processes at once. What does the teacher dashboard let you do?
A. Upload the class’s ZIP files to Process Feedback’s servers, which build the dashboard
B. Automatically email each student a grade based on their process report
C. Review and compare many students’ writing processes in one dashboard
D. Compare each student’s text against an online database to detect AI
Check Answer
C. The dashboard shows a whole class in one table. You can load students’ ZIP files into it or open it from a Google Drive folder or your LMS. Option A is a common misunderstanding: ZIP files are processed in your browser and are never uploaded to Process Feedback servers.
Read more: I have a large class. How can I use Process Feedback?
8. A teacher who bans AI, a teacher who encourages it, and a teacher with no AI policy at all can all use Process Feedback effectively. Why?
A. It automatically enforces whichever AI policy the teacher sets
B. It shows how a student worked, which matters whether or not students use AI
C. It detects AI use and adapts the report to the policy
D. It discourages AI use, so it works best when AI is banned
Check Answer
B. Process Feedback neither endorses nor opposes AI use. It shows the steps a student took, and you decide what those steps mean under your own policy.
Read more: How to identify AI-assisted writing patterns (see “Our Perspective”)
9. Which of these is NOT an appropriate use of Process Feedback?
A. A teacher shares their own writing process report and discusses their writing with students
B. A teacher asks students to submit writing process report PDFs as part of an assignment
C. A teacher asks students to review their own writing process and reflect on it using prompts the teacher provides
D. A teacher secretly monitors students’ documents while they are working, without informing them
Check Answer
D. Process Feedback is built to respect student privacy and to support open conversations about the process. Watching students without telling them works against both. Options A, B, and C are all encouraged uses.
Read more: Why use Process Feedback (see “Built to respect student privacy”) · Prompts for discussing the writing process
10. Process Feedback can help you become a better teacher mainly by…
A. revealing each student’s effort and approach, so you can give personalized feedback
B. identifying which students used AI so you can focus on them
C. automating grading so you can spend less time reading student work
D. ranking students by writing speed and revision count
Check Answer
A. Seeing how each student worked lets you give feedback on the process, not just the final draft. It can also show you what to change in your own teaching.
Read more: How Process Feedback can help you become a great teacher, in the AI era