Integration with Schoology

Why Process Feedback

Process Feedback is a pedagogical alternative to plagiarism or AI-detection tools. It offers a constructive way to promote academic integrity.

A student raising their hand next to it is text: increases student engagement. Second is a student with a light bulb in hand with text: pushes students to communicate and think critically.

Instead of flagging content after submission:

It helps teachers and students reflect on the writing process itself.
It supports learning, transparency, and instructional dialogue rather than enforcement.
It is student-centered since students are in control of their own data

Designed for institutional requirements

Process Feedback is designed to meet common institutional requirements related to compatibility, privacy, and deployment flexibility. The platform intentionally minimizes technical dependencies while supporting both small-scale pilots and broader institutional use.

Key design considerations include:

VPAT documentation available upon request
HECVAT security review support available upon request
Support for Data Processing Agreements (DPAs) and Data Sharing Agreements (DSAs)
No student accounts required by default
Deployment options for pilots, courses, or institution-wide use

Icon of institution with checklist report next to it and text below stating institutional requirement.

How Process Feedback differs from detection-based tools

Many academic integrity tools focus on detecting or flagging content after submission, often relying on continuous data collection or automated scoring.

Man pointing at a green ball in pile of grey balls.

Process Feedback differs in that it is:

Designed for instructional transparency rather than post-hoc enforcement
Focused on reflection on the writing process itself
Free from automated judgments about authorship or intent

Multiple integration options for teachers and institutions

Process Feedback provides lightweight tools that integrate with existing instructional workflows. Teachers can pilot our tools without needing official institutional integration. Institutions can deploy Process Feedback with or without modifying LMS configurations or requiring new infrastructure.

Available tools and integration options include:

Option 1. Core LTI v1.3 integration
Option 2. Students use Google Docs
Option 3. Students use Process Feedback editor

Multiple wire nods showing three different integration options.

Option 1. Core LTI v1.3 integration

With the core LTI v1.3 integration into a course in Schoology, students can launch Process Feedback's editor directly from a Schoology course or a Schoology assignment.

Key feature:	Core LTI v1.3 integration with Schoology's authentication
LTI v1.3 core:	Yes
Data collection:	Yes, based on agreement
Who installs:	Institution
Accounts required:	Yes, but not a separate account
Mobile devices:	Not supported
Students submit:	Process data ZIP, writing report link, or report PDF
Teacher dashboard:	Yes

Read About LTI Integration

Option 2. Students use Google Docs

Since Google automatically collects writing process data, students can continue to use Google Docs as usual, without installing anything extra. Anytime after a writing project, students or teachers can use the Process Feedback for Google Docs extension to explore the writing process.

Key feature:	Supports multi-author student projects and shows author collaborations
LTI v1.3 core:	Not needed
Data collection:	No, not by default
Who installs:	Students and/or teachers
Accounts required:	No
Mobile devices:	Yes, supported by Google Docs
Students submit:	Google Docs edit link, process data ZIP, writing report link, or report PDF
Teacher dashboard:	Yes

Google Docs Extension

Option 3. Students use Process Feedback editor

The Process Feedback online editor is an online writing space for assignments where the writing process matters. As students write, the editor can generate a "writing process report" that they can review themselves or share with others for reflection, feedback, or discussion. Teachers decide how (or whether) to use the writing process report for feedback, discussion, or assessment.

Key feature:	Optional real-time rubric-based AI feedback to students, while they are at work
LTI v1.3 core:	Optional
Data collection:	Yes, but not automatic
Who installs:	Students use online editor
Accounts required:	No
Mobile devices:	Yes
Students submit:	Automatic submission, process data ZIP, writing report link, or report PDF
Teacher dashboard:	Yes

Process Feedback Editor

It's not surveillance if students control what they share

In some cases, asking students to share their writing process may raise privacy concerns. For example, a graduate student may notice that much of their writing happened late at night and reflect on whether that affected their focus, revision quality, or stress levels. This kind of insight may be intended for the student's own reflection, not for evaluation or judgment.

Process Feedback is designed with this concern in mind. Students can privately review their own reports and share only what they choose to share.

Teachers do not need to require students to share their writing process or review their detailed activity logs.

Instead, teachers can:

Encourage students to privately review their own reports
Assign reflection prompts
Collect reflections rather than raw process data

How it supports the use of AI

Students and teachers increasingly use AI tools for learning and reflection. Rather than prohibiting AI use, Process Feedback provides a structured way to incorporate it responsibly.

Student with laptop in one hand and another hand pointing at AI icon with text stating AI as reflection assistant.

The "Copy for AI" feature in a writing process report allows users to:

Export process data in a format optimized for AI interaction
Use AI agents (of their own choice) to help interpret drafting patterns, revision cycles, and writing behaviors
Generate reflection prompts based on their own writing process evidence
Create personalized narratives about their writing habits