Stop guessing why your students lose marks.
Photograph the stack of completed tests together with your own mark scheme. For every student you get the score — plus written feedback: the misconception behind each lost mark, mapped to the IB syllabus.
Built by an IB Biology & Chemistry specialist. Your answer key stays the source of truth — the AI never invents answers.
Marking tells you the score. It doesn't tell you why.
A score doesn't tell you that five students confuse Kc with Kp, or that half the class loses marks on "evaluate" command terms. That diagnosis is done by hand, skipped — or outsourced to a human checker at ~$100 a month, and it still takes days.
How it works
Three steps. No IT setup.
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Step 1
Photograph the completed work
Topic tests, past-paper practice, mocks — photograph or scan the stack exactly as students handed it in. No retyping.
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Step 2
Upload your answer key
Your mark scheme is the only source of correctness — the AI checks every answer against your key and never invents answers.
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Step 3
Get score + written feedback
Per-topic scores mapped to the IB syllabus — and, for each error, the named misconception and its type: concept gap, calculation slip, command-term miss or sig figs. Plus a class heatmap and what to reteach.
The difference
Most AI graders give you a score. We give you the diagnosis.
What any AI grader gives you
- Q4 · Enthalpy changes
- 0/2
- Q7 · Bond enthalpy calculation
- 1/3
"Revise energetics."
What we give you
- Q4 · Enthalpy changes
- 0/2
- Q7 · Bond enthalpy calculation
- 1/3
Feedback
Why marks were lost: Q4 and Q7 fail for the same reason — treats bond breaking as exothermic. concept gap
Work on: the energy sign convention (Reactivity 1.2) — breaking bonds absorbs energy, making bonds releases it. One rule recovers marks in both questions; a 10-minute recap before the mock.
Built for teachers, not school admin.
ManageBac, Kognity and Turnitin are sold to school administrations. This is an affordable tool you set up yourself in five minutes — no IT department, no school license, no student accounts.
Subjects
Starting with Biology & Chemistry. Honestly.
- Chemistry First cohort — open
- Biology First cohort — open
- Physics Coming next
- Mathematics Planned
- Economics Planned
- Other IB subjects Planned
A sample report · Chemistry
What one student's report looks like.
Weak areas
- Reactivity 1 · Energetics
- 2/6 concept gap
- Reactivity 2.3 · Equilibrium
- 3/5 concept gap
- Structure 2.2 · The covalent model
- 2/5 concept gap
- Structure 1.4 · The mole
- 4/5 understood · slip only
What to reteach — and why
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Energetics Reactivity 1 concept gap
Why: reverses energy signs — treats bond breaking as exothermic, bond making as endothermic. Seen in Q4, Q7.
Reteach: the energy cycle — breaking absorbs energy (+), making releases (−).
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Equilibrium Reactivity 2.3 concept gap
Why: thinks adding a catalyst increases the equilibrium yield.
Reteach: rate vs extent — a catalyst speeds both directions equally; it changes the rate, not the position.
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The covalent model Structure 2.2 concept gap
Why: explains a high boiling point as "covalent bonds breaking" — confuses intramolecular bonds with intermolecular forces.
Reteach: only intermolecular forces are overcome on boiling; covalent bonds stay intact.
Lost on technique, not understanding practise, don't reteach
Command terms: Q5 asked to "deduce" — the answer only states the result. The chemistry
was right; the mark was lost on exam technique. Set two past-paper questions with "deduce" and "explain".
Significant figures: the mole concept (Structure 1.4) is secure — one mark went
to rounding. A few timed calculations will fix it; no need to reteach the topic.
Written feedback — ready to hand to the student
"Your stoichiometry is secure — the working in Q1–3 was correct and clearly set out. Most of your lost marks come from one idea: the sign convention in energetics. Reread the bond-enthalpy pages in your textbook (Reactivity 1.2) — breaking bonds absorbs energy, making bonds releases it — then redo Q4 and Q7 without notes. Next, equilibrium (Reactivity 2.3): a catalyst speeds both directions equally, so it cannot raise the yield — review why, don't memorise it. Last, watch the command term: when a question says 'deduce', show the chain of reasoning, not just the answer."
Biology works the same way — same syllabus mapping, same misconception diagnosis. Other IB subjects roll out next.
Launching with IB Biology & Chemistry teachers.
Early teachers get free access during the pilot.
This just tells us you'd pay — nothing is charged.