Save marking time
Photograph the page. Confirm proposed marks and a next step instead of writing the same comments after school.
For sixth forms
Mark the whole class in one go. Release nothing until you agree with it.
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.
Whole class in one submissionYou release, not the systemGaps ranked for teaching
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.
Evidence, not marketing claims
Grounded, not guessed.
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.
Quoted, then checked.
Every piece of evidence in the feedback is matched back against the pupil's own transcript. Of 7,288 quotes, 6,885 verified automatically.
Real coverage, not a demo.
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 We do not publish one.
How it works
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.
What it is for in sixth form
Not a replacement for teacher marking. A way to mark more essays, keep AO language consistent, and spend the time you save on teaching — with you still releasing every judgement.
A-Level essays
Board-aligned marks with AO breakdowns students can use when they redraft.
Teachers stay in charge
Every proposed mark can be confirmed or overridden. The original is kept if you change it.
Independent study
Students practise between lessons and arrive already knowing what to work on.
Teach the gap
Feedback names the next step in AO language, so the following lesson has a target.
Progress over time
Each marked piece stays in the history, so you can see the trail across the term.
From a photographed answer to the next lesson
The handwriting below is from AQA’s published Answers and commentaries for GCSE English Language 8700 Paper 2: Writers' viewpoints and perspectives (from 2026) — so you can see the full loop on a public collection, not a pupil’s book.
Mark GCSE English Language
Paper
Paper 1Paper 2
Question
12345
Photo of handwriting — ready to mark
1. Upload the answer
Photograph the work, pick paper and question
Handwritten pages are read as they are — no typing required. The paper and question set the mark scheme and assessment objectives, so the feedback is usable that afternoon.
AQA 8700 Paper 2 · Question 4
15/16marks
GCSE English Language · Q4
Indicative grade 9
Compare perspectives · 94%
AO3 15/16
You compare both sources directly and repeatedly, rather than writing about them separately.
You analyse methods with relevant terminology, such as 'semantic field', 'personifies', and 'direct address'.
Link the two writers more explicitly within each paragraph — whereas, similarly, in contrast.
2. Online report
Confirm the marks, keep the AO language consistent
Marks against the question total, an indicative grade, strengths and a next step. In a school, a teacher confirms or overrides every mark before pupils see it. The same wording across a class makes department standardisation faster.
3. Compare with AQA
The same published responses, marked live
Question 4 and Question 5 sit in the Level 4 band AQA published. Question 2 was published as Level 3; we awarded 6/8, inside that published band. In school marking, a teacher has the final say.
| Question | AQA published | ReMarkAble |
|---|---|---|
Q2 · Summary comparison Response B · 8 marks | Level 3 | 6/8 Sits in the published band |
Q4 · Compare perspectives Response A · 16 marks | Level 4 | 15/16 Sits in the published band |
Q5 · Transactional writing Response A · 40 marks | Level 4 | 37/40 Sits in the published band |
ReMarkAble AI
AQA 8700 Paper 2 · Q4
15/16
Indicative grade 9
Keep a copy for books, parents and the next time this student writes. AO marks and next steps stay with the piece.
4. A record of progress
Keep the trail, not just the last essay
Each marked page stays in the history. Premium PDF for books, parents and the next time you look at this student. You can see whether the marks and the next steps are moving.
AQA 8700 Paper 2 · Question 5
37/40marks
GCSE English Language · Q5
Indicative grade 9
Transactional writing · 93%
AO5 22/24AO6 15/16
Effective rhetorical opening with 'Ladies and gentlemen - we stand at a crossroads.'
Clear paragraphing and logical progression through three convincing arguments.
Develop a more memorable closing so the argument ends with a sharper final impact.
5. Teach the remaining gap
Spend the time you save on the next draft
On this Question 5 speech the remaining gap was a sharper closing. On Question 4 it was linking the two writers inside each paragraph. The time you save on marking goes into teaching that next step — across a class, not one book at a time.
The same loop, on writing you already know
These three responses appear in AQA’s published answers and commentaries. We uploaded the handwriting to the live product — Q4 awarded 15/16 — so you can see upload, report and comparison without putting a pupil’s work on a public page.
Q2 · Summary comparison · AQA Level 3
AQA 8700 Paper 2 · Question 2
6/8marks
GCSE English Language · Q2
Indicative grade 7
Summary comparison · 75%
AO1 6/8
You compare the sources directly rather than writing about them separately.
You make clear inferences from detail such as ‘sleeping car’ and ‘uncovered carriage’.
Keep each inference tightly linked to the evidence; avoid speculative comment.
Q4 · Compare perspectives · AQA Level 4
AQA 8700 Paper 2 · Question 4
15/16marks
GCSE English Language · Q4
Indicative grade 9
Compare perspectives · 94%
AO3 15/16
You compare both sources directly and repeatedly, rather than writing about them separately.
You analyse methods with relevant terminology, such as 'semantic field', 'personifies', and 'direct address'.
Link the two writers more explicitly within each paragraph — whereas, similarly, in contrast.
Q5 · Transactional writing · AQA Level 4
AQA 8700 Paper 2 · Question 5
37/40marks
GCSE English Language · Q5
Indicative grade 9
Transactional writing · 93%
AO5 22/24AO6 15/16
Effective rhetorical opening with 'Ladies and gentlemen - we stand at a crossroads.'
Clear paragraphing and logical progression through three convincing arguments.
Develop a more memorable closing so the argument ends with a sharper final impact.
Handwritten responses and published levels are from AQA GCSE English Language (8700) Paper 2 Answers and commentaries (from 2026, v1.1 June 2025). ReMarkAble AI is not affiliated with or endorsed by AQA. Shown so departments can compare live marks with published exemplification, not a pupil’s book. See a live marked example.
Built to survive the questions you'll be asked about it
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.
Is it guessing?
- The marking agent is required to search the actual exam board mark scheme before it can answer. The system then independently counts whether it did — it doesn't trust the model's self-report.
- Every quoted line of evidence is matched back to the pupil's script. Unsupported quotes are detected and flagged, and a teacher reviews the result before anything is released.
- Grade scales are enforced per qualification — GCSE 9–1/U, WJEC GCSE A*–G, A-Level A*–E/U, 11+ bands, primary Teacher Assessment Framework labels, and for primary maths Got it / Nearly / Not yet per question with an overall WTS, EXS or GDS. Curriculum for Wales writing is formative and gets no grade at all. A result that doesn't fit the tier is rejected and re-run, not rounded off.
- Where the question context is ambiguous, it marks conservatively and flags it, rather than returning an off-task zero. Marking is best-fit, not defaulted down.
Who is accountable?
- The teacher outranks the system. Full override of mark, grade and written feedback.
- The AI's original judgement is preserved alongside the teacher's, so the moderation decision itself is a record.
- Pupils see released rows only, and that is enforced in the database, not in the interface. Nothing is released by accident.
Will the data stand up?
- One definition of every number. Attainment is calculated once, in one place, so your dashboard, your class report and your termly KPIs cannot disagree with each other about who was in the population.
- Small cohorts are suppressed, not published. Comparison rows below three pupils and question-level gaps below four are withheld as noise — because a trend claimed off two children costs you more credibility than it ever buys.
- Data we have no source for is shown as absent, not as zero.
- Attainment breaks down by Pupil Premium, FSM Ever 6, SEN Support, EHCP, EAL, LAC and PLAC, service child, young carer, summer born, mid-year admission and prior attainment.
Safeguarding and data protection
- Under-13 parental consent with verification, pupil data export, account deletion and administrator GDPR operations.
- Role-based access enforced at the database layer — IT support and billing staff cannot reach pupil work. It isn't hidden from them; it isn't there for them.
- Read-only "View As": a leader can see exactly what a teacher sees, with pupils pseudonymised on the server, and every access written to an append-only audit log. Acting as someone else is structurally impossible, not merely discouraged.
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.
The part that actually gets your evenings back
One submission, one class.
Pick the paper, attach the scripts, submit. They mark in parallel and you can close the laptop.
One screen to moderate.
Not thirty PDFs. Override what you disagree with, release together.
A markbook that fills itself.
Marks, grades, percentages, trends — per pupil, per paper, no typing.
Bulk PDF export
for the whole class or a single batch. Parents' evening and books in one action.
Gap analysis you didn't have to do.
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.
Targeted lessons from real evidence.
Generate a teaching plan against the gaps your class actually has, then reassess.
An intervention that has a shape.
Identify, group, teach, reassess — with each group's stage visible instead of a flat list.
A queue that tells you what's next.
Awaiting moderation, awaiting release, pupils below expectation, pupils declining, pupils not yet assessed.
Independence recorded, and hidden from the marker.
Log a piece as independent, supported or heavily scaffolded for your moderation evidence. The marker never sees it, so it cannot bias the mark.
Registers that import.
CSV, columns in any order. Pupil accounts are optional — you can mark work for children who have no login at all.
Baselines, termly targets and roll-forward
between years.
What we won't claim
We don't publish an accuracy percentage.
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.
We don't claim to replace your judgement.
The system produces a first mark. You decide what a pupil sees. That is the design, not a limitation of it.
We don't yet report intervention impact.
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 don't integrate directly with your MIS.
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.
“Our English department used this for moderation — every script had consistent, clear feedback.”
Teachers confirm or override every proposed mark. Nothing reaches a pupil until you release it.
Prefer a single marked script first? See an AQA Paper 2 answer marked, no signup.
Questions sixth forms ask
See it on your own class before you decide anything
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.