Attach each pupil's scripts, submit once, and come back to a marked class set — every mark grounded in the real exam board mark scheme, every comment quoting the pupil's own writing. You review, override what you disagree with, and release the lot together.
ReMarkAble turns a class set of work into reviewed feedback, a live markbook and evidence-led teaching actions — while the teacher keeps control of every judgement a pupil sees. For primary writing that means the same TAF language across the class, a live markbook, and nothing released until you agree.
The marking agent cannot answer without retrieving the actual exam board mark scheme — and we count whether it did, after the run, rather than taking its word for it. Across all marking from July to 23 September 2026: 898 pieces marked, 896 recorded as grounded and none recorded as ungrounded.
Every piece of evidence in the feedback is matched back against the pupil's own transcript. Of 7,288 quotes, 6,885 verified automatically.
86 live mark scheme stores, 264 papers and 1,637 seeded questions with their marks, sections and assessment objectives — across AQA, Edexcel, OCR, Eduqas and WJEC, plus KS1, KS2, 11+ and Years 1–6.
Quote verification is fidelity against the pupil transcript, not a marking accuracy percentage. We do not publish one.
1. Submit the class, not the script
Choose the paper. Attach each pupil's work — photographed handwriting or typed. Submit once. Every script marks in parallel and you can close the tab; anything that stalls is swept up automatically.
2. Moderate on one screen
The class set arrives in one moderation board, not thirty separate reports. Approve what you agree with, override the marks, grades and feedback you don't. The original AI judgement is kept alongside yours for audit. Nothing is visible to a pupil until you release it.
3. The markbook fills itself
Marks, grades, percentages and trends land per pupil per paper without anyone typing anything into a spreadsheet. Shared gaps across the class are ranked for you, with the pupils affected already grouped.
Not a replacement for teacher assessment. A way to mark a class set of writing, keep TAF language the same, and spend the time you save on teaching — with you still releasing every judgement.
Photograph the page. Confirm a proposed standard and next steps instead of writing the same comments after school.
The same TAF language — WTS, EXS or GDS — with quoted evidence, so a year group is not marked five different ways.
Every piece is kept. You can see proposed standards and next steps accumulating across the term, not one snapshot in June.
When the same TAF gap shows up across a set of pieces, you get a short lesson on that gap — not a generic worksheet.
STA judges a body of work, not a single good page. Propose one overall standard; a teacher agrees it.
Premium PDF for books, parents and internal moderation. The AI original is kept if you override.
The writing below is STA 2018 exemplification — Kim in Year 2 and Leigh in Year 6 — so you can see the full loop on a public collection, not a pupil’s book.
Which year group?
1. Upload writing
Years 1–6. Handwritten pages are read as they are — no typing required. The year sets the National Curriculum expectations and the matching TAF, so the feedback is usable that afternoon.
KS2 Writing Assessment
Working at the Expected Standard
Narrative
Writes for a purpose with a clear opening and sequence.
Sentence demarcation is consistent enough for this standard.
Speech punctuation is the remaining next step.
2. Online report
A proposed WTS, EXS or GDS, strengths, next steps, and an evidence matrix against “pupil can” statements. Teachers confirm it. The same wording across a class makes moderation faster.
ReMarkAble AI
KS1 writing report
Working at the Expected Standard
Keep a copy for books, parents and the next time you look at this pupil’s writing. Quoted evidence stays with the piece.
3. A record of progress
Each marked page stays in the history. Premium PDF for books, parents and the next time you look at this pupil. You can see whether the standard and the next steps are moving.
Year 2 · 6 pieces
Across the Year 2 collection, the remaining gap is accurate spelling of common exception words and high-frequency words such as said, some, something, then and can’t.
15–20 minute lesson on the most consistent TAF gap across the collection.
Open the live lesson
Year 6 · 6 pieces
Across narrative, recount and diary pieces, the remaining gap is keeping one verb tense going inside a paragraph rather than drifting mid-piece.
15–20 minute lesson on the most consistent TAF gap across the collection.
Open the live lesson
4. Targeted lesson
On this Year 2 collection the remaining gap was tense consistency. On Year 6 it was punctuating direct speech. Each produced a 15–20 minute lesson — so the time you save on marking goes into teaching.
Year 2 collection (Kim)
KS1 · 6 pieces
Working at the Expected Standard
Overall standard across the body of work. A teacher agreed the judgement.
Open the live moderation
Year 6 collection (Leigh)
KS2 · 6 pieces
Working at the Expected Standard
Overall standard across the body of work. A teacher agreed the judgement.
Open the live moderation
5. Moderated work
Writing is judged as a collection. Propose an overall standard across the pieces; a teacher agrees it. That is the conversation you would have in a moderation meeting — with the evidence already quoted.
Kim (Year 2) and Leigh (Year 6) are STA Expected Standard exemplification. We used them so you can see upload, report, lesson and moderation on a full collection — without putting a pupil’s work on a public page.
Year 2 · Kim · STA Expected Standard
KS1 Writing Assessment
Working at the Expected Standard
Explanation
Writes for a purpose with a clear opening and sequence.
Sentence demarcation is consistent enough for this standard.
Tense consistency within a sentence is the remaining next step.
Year 6 · Leigh · STA Expected Standard
KS2 Writing Assessment
Working at the Expected Standard
Narrative
Writes for a purpose with a clear opening and sequence.
Sentence demarcation is consistent enough for this standard.
Speech punctuation is the remaining next step.
Six genres each — the same TAF language on every piece, so the collection can be moderated as a body of work. Open the Year 2 pack · Open the Year 6 pack.
Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licenced under Open Government Licence v3.0. View the licence. Source: KS1 Kim and KS2 Leigh on GOV.UK. Live marked packs: Year 2 Kim and Year 6 Leigh.
Years 1–2 use the KS1 writing framework. Years 3–6 use the KS2 writing framework. That is the language teachers already use in moderation — so the report, the lesson and the collection judgement line up.
WTS
Working Towards the Expected Standard
EXS
Working at the Expected Standard
GDS
Working at Greater Depth
Photograph a pupil’s maths work and each question is marked, with the working read as it was written. Mark a whole class set at once and release the results when you agree.
Got it, Nearly or Not yet on each question, with whether the answer is right shown separately from the working.
Working towards, Expected or Greater depth across the piece, in the language you already use.
One next step chosen across the whole piece, so you know what to teach tomorrow.
Every school leader buying AI assessment is really buying an answer to three questions: is it just guessing, who is accountable for the mark, and will the data stand up in a conversation with a governor or an inspector. Here is how ReMarkAble answers them.
Reporting you get today: termly KPIs (assessments, pupils assessed, below expected, improving, active teachers), half-term progress series, attainment bands, class reports, the intervention lifecycle, and a report catalogue that states plainly what each report can and cannot produce. School-level reports export as CSV. Individual assessment reports and lesson plans export as PDF.
Pick the paper, attach the scripts, submit. They mark in parallel and you can close the laptop.
Not thirty PDFs. Override what you disagree with, release together.
Marks, grades, percentages, trends — per pupil, per paper, no typing.
for the whole class or a single batch. Parents' evening and books in one action.
Shared weaknesses are ranked across the class, with the pupils affected, the severity and the supporting evidence. A gap has to reach half of an assessed cohort of at least five before we'll call it class-wide — because "your whole class needs this" off four scripts is how a tool loses a teacher for good.
Generate a teaching plan against the gaps your class actually has, then reassess.
Identify, group, teach, reassess — with each group's stage visible instead of a flat list.
Awaiting moderation, awaiting release, pupils below expectation, pupils declining, pupils not yet assessed.
Log a piece as independent, supported or heavily scaffolded for your moderation evidence. The marker never sees it, so it cannot bias the mark.
CSV, columns in any order. Pupil accounts are optional — you can mark work for children who have no login at all.
between years.
No independent reviewer benchmark exists for our marking yet, so any number we gave you would be marketing. What we can evidence is that every mark is grounded in the real mark scheme and every quote is checked against the pupil's work — and we publish those figures above.
The system produces a first mark. You decide what a pupil sees. That is the design, not a limitation of it.
We can show you the gap, the group and the teaching that followed. We cannot yet show you a clean before-and-after, so we don't pretend to.
We import your register from CSV, including the usual MIS export formats. That is not the same thing, and we won't say it is.
“It's perfect for identifying gaps in writing early on. Our Year 1 pupils responded really positively.”
Teachers remain the final authority on every judgement. Nothing reaches a pupil until you release it.
Fourteen days. Up to 30 pupils and 100 assessments. No card, no automatic billing, nothing to cancel. Mark a real set of your own scripts, moderate it, and look at what the markbook does with it.
If you want to see it working before you commit even that, ask for the demo school — a real class in use, with data already in it.