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Insights, tips, and updates for UK secondary teachers using AI in the classroom.
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Featured Posts
How accurate is AI marking? What our first TeachEdge study found
We tested TeachEdge on 67 A-Level Economics answers. Explore the results, the comparison with human marking research and what the findings mean for teachers.
The Part of the AI Marking Debate We Keep Missing
The AI marking debate is often framed as a choice between slow but personal human feedback and fast but impersonal automation. The more useful model is different: AI drafts first, and the teacher reviews, adjusts and approves what the student actually sees.
Latest Posts
Key Stage 3 comes to TeachEdge: feedback shaped around your teaching
Key Stage 3 is now available in Quick Mark and Class Marking, with feedback shaped by each teacher's subject, class and learning priorities.
What Makes TeachEdge Different from Other AI Marking Tools?
Compare TeachEdge’s approach to AI marking: structured student feedback, teacher review, class insights and follow-up for KS3, GCSE and A Level.
How to Use Bulk Marking for Scanned Exam Scripts
A practical guide to using Teach Edge Bulk Marking for a batch of scanned or photographed student answers. This guide explains how to prepare scripts, upload them, group pages and review the results.
What 200,000 marking decisions taught me about how we mark essays
After two years building an AI marking platform used by 400+ teachers, I've noticed consistent patterns in how marks get adjusted, where judgement calls cluster, and what actually helps pupils improve. The biggest surprise wasn't about accuracy. It was about feedback and time.
The DfE says use AI responsibly. What does that mean in practice?
The DfE's AI guidance is sensible, but it's light on what do we do on a Tuesday night with 30 essays. Here's a practical playbook for responsible AI-assisted marking, plus a copy/paste one-page policy template.
Why raw AI chatbots can mislead when you ask them to mark exam essays
ChatGPT-style tools can give confident, plausible feedback. The problem is that they can over-mark exam essays because they don't reliably apply level-of-response mark schemes. Here's a simple Edexcel A Level Economics experiment that shows why.