Skip to content

Write it once. Every student still gets their own.

Grouped feedback brings together answers to a question that share the same idea or misconception. Teachers check the answers in each group and edit the feedback before release. Each student receives feedback beside their own work and mark, so a shared teaching point still connects to an individual answer.

Most of a class makes the same few mistakes. So you write each piece of feedback once and send it to everyone it fits.

Mark my test
See it work ↓What you controlWhat students see
See it work

Twelve answers, three kinds of answer.

Collisions, not why · 5Full explanation · 4Temperature only · 3
  1. 1Twelve answers to Q4 arriveEach one worded differently.
  2. 2They are grouped by what students didSame idea, same gap, not matching words.
  3. 3You write one piece of feedback per groupCheck it against every answer in the group.
  4. 4You release itEach student sees it next to their own answer and mark.
The interactive demo works best on a larger screen.
Says collisions increase, not why5 students
Full explanation4 students
Temperature only3 students
Student Athey collide more often
Student Bmore energy so more collisions react
Student Cparticles collide more often
Student Dbecause it is hotter
Student Emore collisions per second
Student Fmore pass activation energy
Student Gheat makes it go faster
Student Hfaster particles, more collisions
Student Ienough energy to react more often
Student Jtemperature is higher
Student Kthey hit each other more
Student Lcollide harder and more often
Feedback for this group · edited by you

Good: you know collisions increase. Next, say why that speeds up the reaction: more collisions have enough energy to react.

Feedback for this group · edited by you

Excellent. You linked faster particles to more successful collisions. Try adding the term activation energy.

Feedback for this group · edited by you

You noticed the temperature change. Now explain what it does to the particles and how often they collide.

Twelve answers to Q4, each one different in wording.

Example answers. With reduced motion on, answers change place without moving.
What you control

The grouping does the sorting. You do the teaching.

Edit every wordDraft feedback is a starting point. Rewrite it in your voice, or dictate it.
Check the groupSee every answer in a group side by side before you send anything.
Add a personal lineAdd a comment for one student on top of the group feedback.
What students see

Their answer, their mark, and the next step.

Group feedback arrives next to each student's own script and marks, in the PDF report and the student portal. Families see a help-at-home tip built from it.

Group feedback arrives next to each student's own script and marks, in the report and the portal.

Learn more about the portal →
Student C · Q43 / 4
Answerparticles move faster and collide more often
Went wellYou described the particle model accurately.Next stepExplain why more collisions make the reaction faster: more of them have enough energy to react.

Keep exploring

How we markTwo markers, your anchors, your decision.Learn more →Student & parent portalFeedback families actually open.Learn more →AnalysisSee which mistakes are class-wide.Learn more →

Start with this week's test.

Use the paper you already set. You stay in control of every mark, your students get better feedback, and you see what to teach next.

No subscription required. You approve every mark.
Getting started
  1. 1Upload your test and mark schemeThe questions and mark-scheme points are pulled out for you to check.
  2. 2Add the class's scriptsScan the pile as one PDF, upload a file per student, or let students scan a QR code on their devices.
  3. 3Review and releaseEach student starts marking as soon as their name is confirmed. You check the flagged answers and release.