A method, not a tool
Your team learns how a grading round is split up: what can be handed off, and what always stays with the teacher. That line is the core of the day.
The approach →Continuing education for teaching teams
You remain the master.
We make the work lighter.
Hand off the first round of grading, without giving up the judgment. Built by a teacher with thirty-three years in the classroom — not by a consulting firm.
What you do yourself
You give two files. We handle the rest.
You only give the lesson and the blank test. Teacherhelp builds the first version of the answer key from them, and you step in only where it truly doubts. That makes the work lighter, and the judgment stays yours.
- Two files, nothing more. The lesson you taught and the blank test. From those two, Teacherhelp proposes a key.
- You step in only at real doubt. Where the key is clear-cut, there’s nothing for you to do. Where Teacherhelp is in doubt, that one answer is marked ‘Unsure’.
- The judgment stays yours. Teacherhelp proposes, you decide. What you set is final.
Step 1
Drag the lesson and the blank test onto the builder
The lesson — Synonyms
happy = cheerful
angry = furious
tired = exhausted
The blank test — Synonyms
happy: …
angry: …
tired: …
Drag the lesson and the blank test here
Building the key
Step 2
One answer needs your judgment
Question 6 — Synonym for “happy”
5 / 5
Student: “cheerful” — matches the key
Question 7 — Synonym for “angry”
Unsure
Key
furious
Student
irritated
Question 8 — Synonym for “tired”
0 / 5
Student: no answer filled in
Entirely fictional example — no real lesson, test or student.
“
A colleague nearing sixty spent the entire night grading this school year. The exams had been taken the day before, and grades were due by midnight. He didn't make it — not because he worked slowly, but because at that pace, it couldn't be done in time.
What I saw myself this year
The line
The machine calculates. You judge.
That distinction isn't cosmetic. It determines whether you can explain in June how a grade came about — and it's the reason this works where other promises fall apart.
What it does
- Runs the first round and flags where it's unsure
- Leaves the teacher to assign grades and decide
- Works exclusively with pseudonymized tests
- Shows which mistakes recur across the whole class
- Shares grading guides within the subject team
What this explicitly is not
Not automatic grading. The system runs the first round and flags where it's unsure; the teacher assigns the grades. Tests near the pass / fail line always go entirely through the teacher's hands.
Anyone who tells you otherwise is selling you a problem for June — the moment a parent disputes a grade and no one can explain how it came about.
What changes
Three things that are different after the training day
No general introduction to technology. A working method your team can use the very next day.
Set up on your own laptop
By the end of the day, everything is ready on the device each participant will actually use, with a grading guide for a real test. Nothing stays theoretical.
The training →Agreements on data
Settings are reviewed together before a single file is sent, and your data protection officer is at the table beforehand.
Data protection →For whom
From primary school to university
No technical background required. The day starts from how a grading round actually works — and that works the same everywhere, whether you're grading twenty tests or three hundred exams.
01
New and experienced
Whether you're just starting out or have decades in the classroom — the day matches how you grade today, not how a developer imagines it.
02
Every subject, every level
General studies, languages, math, science, technical subjects. From primary school to a lecture hall with three hundred students: the same approach works wherever a grading model exists.
03
The whole team
The day is for the entire team. What's learned may be shared internally with colleagues who weren't there.
Honest about the payoff
The first batch saves you little time
That's not a sales pitch, it's the reality, and you'd rather hear it now than afterward. The first time, you write a grading guide that didn't exist before, and you check more than necessary because you don't trust the system yet.
The payoff is in batch two, three, and beyond. Anyone who stops after one batch has done the work without getting anything back for it — and we say that upfront, not in the evaluation.
Don't start in June
Start with an ordinary test in the middle of a term, where the pressure is low and a mistake has no consequences. By exam time, the method will already be second nature.
That advice costs us a faster sale and saves you a bad experience.
A short conversation is enough
Tell us where your team loses time today. Then you'll know whether this fits — or whether it's still too early.