Full marking loop · live demo

One paper, the whole loop from marking to authoring

Institutions upload their own questions and handwritten scripts; the platform auto-runs 3-level syllabus mapping, step-by-step M/A marking, and a weak-area report, then authors an original same-point variant — closing the full 「mark → diagnose → author → practise again」 teaching loop.

Structured upload

Syllabus mapping

Auto marking

Weak-area report

Variant authoring

Synthetic sample · questions are generated from our blueprint, not HKEAA past papers; the data shape matches the real marking pipeline.

STEP 1

Upload → auto-structure

Recognise the question, answer, and mark scheme, then turn them into a structured rubric (M/A steps).

A1 · Short answer3 marksid: DEMO-A1-INDICES

Question

Simplify (p³q⁻²)² ÷ (p²q⁻⁵), giving your answer with positive indices.

Model answer

p⁴q

Auto-generated rubric

M1Apply the power-of-a-product / power-of-a-power laws to reduce the numerator to p⁶q⁻⁴1 marks

M2Apply the division law for like bases (subtract indices) to get p⁴q¹1 marks

A1Write the final answer with positive indices: p⁴q1 marks

STEP 2

3-level syllabus mapping

Align to the HKEDB strand → unit → objective syllabus points and tag junior prerequisites.

Number and AlgebraIndices · Laws of Indices

Operating on and simplifying integer indices (with positive indices)C-NA-IND-03

Mapping confidence96%

Junior prerequisites

J-10.2Positive-integer index laws (multiplication, division, power)J-10.3Zero and negative-integer indices

STEP 3

Step-by-step marking (handwritten script)

Read the handwriting, match it against the rubric step by step — SymPy deterministic checks plus LLM step marking.

Student S-07

2/ 3 marks

Handwriting recognised (confirmed)

= p⁶q⁻⁴ ÷ p²q⁻⁵ = p⁴q⁻¹

M1 — Apply the power-of-a-product / power-of-a-power laws to reduce the numerator to p⁶q⁻⁴1/1

M2 — Apply the division law for like bases (subtract indices) to get p⁴q¹1/1

A1 — Write the final answer with positive indices: p⁴q0/1

Lost marks · A1 not awarded: when subtracting indices on like bases, (−4) − (−5) = +1, but the student computed −1, so the final answer p⁴q⁻¹ ≠ the correct p⁴q.

Marking method: SymPy deterministic check (p⁴q⁻¹ ≢ p⁴q) + LLM step-by-step marking · Confidence 93%

STEP 4

Weak-area report

Attribute lost marks to specific syllabus points and recommend next steps using class-wide data.

Weak area identified

Adding/subtracting negative integer indices (sign handling when dividing like bases)

neg_index_subtraction

57%

Class accuracy on this point (14 students)

high

Priority · targeted_practice

Suggested action · Assign 1 targeted same-topic question (index simplification with negative indices), focusing on the sign when subtracting indices.

STEP 5

Same-point variant authoring (practise again)

Author a fresh question from the item blueprint, released only after an independent solver blind-solves it and SymPy cross-checks.

Blueprint: indices_simplify · index simplificationid: GEN-A1-INDICES-027

Original variant (same type as the lost point)

Simplify (x⁴y⁻²)² ÷ (x³y⁻⁵), giving your answer with positive indices.

Answer

x⁵y

Independent check passed · accepted

Blind solve: x⁵yStated answer: x⁵y

Independent validator blind-solve + SymPy cross-check agree; the simplest answer uses positive indices and is unique.

Loop complete — students practise again with a fresh question

Mark → diagnose weak areas → author a same-point original → practise → mark again. Every run builds a teaching engine that knows your students better, on your own question bank.

Book a demo Back to home

One paper, the whole loop from marking to authoring

Structured upload

Syllabus mapping

Auto marking

Weak-area report

Variant authoring

Synthetic sample · questions are generated from our blueprint, not HKEAA past papers; the data shape matches the real marking pipeline.