Using the Process Feedback in a Coding Course

Teacher Guide · v1.0 · March 29, 2026

Table of Contents

A. Easy Option

This section describes the easiest way to use Process Feedback in a course. Whether you want to integrate it across a full semester or just try it for a single assignment, this guide will help.

Using Process Feedback in a class involves three steps:

  1. Inform your students in advance about what to expect
  2. Provide them with instructions on how to use it
  3. (Optional) Ask them to reflect on their coding process

Step 1. Inform students in advance

You should inform your students early that you are interested not only in their final product but also in their working process. You can do this by:

  • including a note in your course syllabus, or
  • sending an announcement at the beginning of the semester.

Here is an example announcement you can copy and adapt:

📋 Classroom Announcement: Understanding Your Coding Process

Some assignments in this course may require you to share the process you followed to complete the assignment. You may need to use an online compiler or a VS Code extension that tracks your typing, such as the ones provided by Process Feedback ↗. You may then be asked to reflect on your coding journey and share your coding process with me. Research shows that reflecting on your coding process can enhance critical thinking and metacognition. Assignments with this requirement will include additional instructions. If you have any concerns or questions, please contact me early so I can accommodate your needs.

Step 2. Require students to use Process Feedback’s online compiler or VS Code extension

Students must use Process Feedback’s online compiler or VS Code extension for their coding. If they code in a different application (one that doesn’t track process), they won’t be able to explore their coding process.

Add the following instructions to any assignment where a student’s coding process matters:

📋 Additional Assignment Requirements

You must complete this assignment using an online compiler or a tool/plugin/extension that records your typing. Doing so will allow you to analyze your coding process and share the coding process report.

1. Use Process Feedback’s online compiler For this assignment, you must use the Process Feedback online compiler ↗ or install the VS Code extension (if you prefer to code in VS Code). Some of you may want to code in another editor, such as OnlineGDB, and then paste the code into the Process Feedback editor — this is NOT allowed. You must use the Process Feedback online compiler or install the extension for your entire coding process.

2. Submit your final code Submit a ZIP file containing your final code. In Process Feedback online compiler, you can download your code as a ZIP file from the sidebar on the left.

3. Submit your coding process report Also submit the process report as a PDF. In Process Feedback online compiler, you can download the report from the sidebar on the left.

Step 3. Ask students to reflect on their coding process

After completing their coding assignments, students should be prompted to reflect on their coding process. Please check the link below for reflection assignment examples.

Reflection questions ↗

(Optional) Step 4. Ask students to reflect on generative AI usage

If your students are allowed to use generative AI tools and/or you would like them to reflect on their AI usage, you may prompt them accordingly. Please check the link below for reflection assignment examples.

Reflection questions (including AI usage) ↗

B. Recommended Option for CS1 — Create an Editor

Process Feedback allows you to personalize the online compiler for your students. Creating a custom editor is straightforward:

  1. Create an editor (takes a few minutes)
  2. Share the link with your students once — they don’t need to sign up
  3. Students use the same link throughout the term

Why create an editor instead of sending students directly to Process Feedback?

  • A custom editor displays your course name (or your name) at the top of the sidebar, helping students feel more connected to your course.
  • You can match the editor’s color scheme to your institution’s branding.

The remaining steps are the same as those outlined in the Easy Option above.

Create an editor ↗

Note: You do not need to create an account to use Process Feedback.

C. Advanced Option — Use It Like a Mini LMS

In this approach, Process Feedback functions as a mini learning management system (LMS), allowing you to:

  • create questions,
  • collect student submissions,
  • see all students’ coding processes in a single dashboard, and
  • identify similarities between student responses.

For example, if three students submit identical work, the teacher dashboard makes it easy to detect those similarities.

Here is how it works:

  1. Create an assignment with a due date (takes a few minutes)
  2. You get a submission link to share with your students
  3. When students open the link, the assignment description appears at the top of the editor
  4. After completing the task, students can review their report and click “Submit” anytime
  5. As submissions come in, you can view them all in the dashboard

The remaining steps are the same as those in the Easy Option above.

Create an assignment ↗

⚠️ Important Note: Fully relying on the teacher dashboard to grade students can be risky. Although the Process Feedback teacher dashboard displays all student submissions, some students may misunderstand the submission process and believe they have submitted their work when they have not. It is crucial to also have students submit their work through your existing submission method — for example, by requiring them to upload Process Feedback’s report or provide a link in the assignment section on Canvas LMS for grading.

D. Additional Ideas

  • Demonstrate your coding process live — Code in front of your students for about fifteen minutes, then discuss your coding process with them afterward.
  • Encourage peer review — Have students review each other’s coding processes and provide constructive feedback.

References

  1. Donald Schön, 1983, The Reflective Practitioner: How Professionals Think in Action.
  2. Badri Adhikari. Education Sciences, 2023, “Thinking beyond Chatbots’ Threat to Education: Visualizations to Elucidate the Writing or Coding.”
  3. Zarestky et al., Computers and Education Open, 2022, “Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering.”
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