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CBT Exams

Set exams that mark themselves — encrypted question banks, sealed papers, a dedicated exam portal, and scores in the gradebook the same afternoon.

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What this module bills

  • Exam subject sittings₦200.00 per sitting · pay-as-you-go

What this module is

Marking is the tax a school pays on assessment. A three-hundred-pupil year group sitting six papers is eighteen hundred scripts, and every one of them is collected, carried, marked, moderated, transcribed into a broadsheet and then argued about. The marking itself is the smallest part; the collation is what eats the week.

CBT Exams removes the machine-markable part of that work entirely. Subject teachers build questions into a bank that belongs to the school rather than to a laptop. The subject’s lead teacher vets what their colleagues contribute, papers are composed from what survives, and creating one seals it — frozen, so nothing can change under a scheduled exam. Students sit them in a dedicated exam portal, and every answer is scored the moment they submit.

What is deliberately NOT here matters as much. There is no essay type: essays stay handwritten and marked the way they always were, and those scores enter through the gradebook as usual. This module does the part a computer does better than a person, and leaves the part a person does better than a computer alone.

Nothing reaches a report card unseen. The teacher gets a review sheet first — the machine’s scores, the outliers flagged, and one click to accept a spelling the matcher did not know. Only when they approve it do results flow into the same gradebook column a hand-entered exam would have used.

What you get

Objective papers mark themselves

Seven question types — single and multiple choice, true/false, ranking, numeric with tolerance, fill-the-gap and short text — are all scored at submission. No marking scripts, no transcription.

The question bank belongs to the school

Banks are scoped to a subject and a grade, not to a person. When a teacher leaves, the questions they wrote stay and remain usable; access simply follows whoever teaches that subject now.

Papers cannot change under a running exam

Sealing freezes an encrypted copy of every question. Editing the bank afterwards has no effect on a scheduled paper — the exam a school approved is the exam its students sit.

The timer is the server’s, not the laptop’s

Deadlines are computed and enforced server-side, so a wrong clock, a closed lid or a dead network cannot extend or truncate a paper. Unsubmitted papers are closed automatically at their deadline.

Nobody starts until an invigilator lets them in

Turn a hall on and the paper opens only for candidates checked in from the console — and the check-in belongs to the machine they sat down at. Opening the same exam anywhere else asks again, in front of the person who can look at the seat.

Exam day has a control room

A live board shows who has started, how far each candidate has got, and which sessions raised integrity flags — with force-submit, extra time, and a hall-wide extension for the day the power goes.

One correction fixes every script

When a legitimate answer was marked wrong, the teacher accepts it once and every candidate who wrote the same thing is regraded — and the spelling is folded back into the bank for next term.

Results land where results already live

Approved scores post into the normal gradebook column for that class, subject and term. Broadsheets, report cards and the existing approval chain need no changes at all.

Diagrams and formulae, not just plain text

Question text carries images and mathematical notation — `$x^2$` inline, `$$…$$` on its own line — rendered identically for the teacher writing it and the candidate answering it, because both screens use one renderer.

The bank gets better every term

Item analysis shows which questions separated strong candidates from weak ones — and flags the ones where the strongest students did worst, which almost always means a wrong answer key.

Every flow, every role

How CBT Exams actually works

The screens below are the real application, running live on this page with sample school data — not screenshots. Each one is the same screen your team would use.

On this page

Subject teacher · the question bank

Everything a paper is made of starts here. A teacher writes questions into a bank scoped to the subject and year group they teach, and the bank belongs to the school rather than to their laptop.

1

Open your question banks

The chips across the top are the subjects and year groups you actually teach; the table beneath is every bank in the one you have picked, from every teacher of it.

Scopes come from your teaching assignments — there is nothing to request and nothing to configure.
A star on a chip means you are the LEAD subject teacher for that year group: you can open every colleague’s bank in it, and you are the one who composes its paper.
A colleague’s bank you cannot open still appears, with a padlock. You can see that it exists and how big it is; the questions inside it stay theirs.
When your assignment ends, so does your access — offboarding needs no separate step.
2

Create a bank

A bank is a named collection inside one subject and year group — "Algebra and indices", "Geometry and mensuration". Splitting a subject into a few of them is what makes composing a paper a matter of ticking two boxes later.

The subject is prefilled from the one the table is showing, and stays editable for a teacher who holds several.
Renaming is the same form; the bank keeps its questions and its history.
3

Work inside a bank

The questions themselves, with the filters a bank of two hundred needs: by state, by type, by difficulty, by topic.

Your drafts are private until you publish them — nobody else sees a half-written question.
The stat row above the table counts the whole bank, not the page you are looking at.
Ticking a run of rows offers the same lifecycle moves over all of them, acting on the eligible ones and leaving the rest alone.
4

Write a question

Pick one of the seven auto-scored types and fill in the answer key beside it. This one is multiple choice, where the key is not just which options are right but how partial credit works.

Single choice and true/false support optional negative marking.
Multiple choice can be all-or-nothing, or partial credit with a penalty per wrong selection.
Ranking can require the exact order or award credit per correct position.
Fill-the-gap and short text match a list of accepted answers, ignoring case, spacing and accents.
Everything is checked as you write: a correct option that is not on the list, a gap marker with no accepted answer, a tolerance below zero.
Tags, a topic label and a difficulty rating are what make the bank searchable next term.
5

Set a numeric answer, and its tolerance

The same editor on a different type, because the tolerance is the whole reason a computer can mark a mensuration question at all.

A numeric answer takes a value, a tolerance and an optional unit label.
With a tolerance of 0.5, both 154 and 153.8 are correct — a class is not failed on rounding.
The unit is shown to the candidate beside the field rather than expected inside their answer.
6

Publish it into the bank

Publishing moves a question out of your drafts and into the shared bank, where any current teacher of that subject and grade can put it on a paper.

Only the author can publish or delete their own draft.
Published questions RETIRE rather than delete, so a paper that already uses one is never orphaned.
A published question can be taken back to draft — unless a paper already carries it, in which case retiring is the move.
Authorship is recorded permanently, whatever happens to the bank afterwards.
7

The lead teacher vets what goes forward

Whoever leads a subject at a year group reads their colleagues’ banks and can send one back with a reason. It is the module’s only quality gate, and it is deliberately narrow.

Only the lead of that subject and year group can reject, and never their own bank.
They cannot edit a word of a colleague’s bank — refusing it is the entire power.
The reason is mandatory and is shown to the owner, so a rejection is something they can act on.
It clears itself the moment they publish or amend a question in the bank — there is no second approval to chase.
A rejected bank stays fully usable to its owner. What it cannot do is go on a paper.
8

Retire a bank you have finished with

Archiving takes a bank out of the composer without touching anything built from it.

An archived bank stops appearing when a paper is composed and cannot be written into.
Papers already built from it are unaffected — a sealed paper holds its own frozen copy.
Deleting is offered only while a bank holds no questions at all; anything else archives instead.

Ready to run your school on this?

Every screen in “Subject teacher · the question bank” is the live product, not a mockup. Create your school account, or have us walk you through it on a call.

Get startedBook a demo

Lead subject teacher · building the paper

One person composes a year group’s paper, and it is the lead subject teacher. The composer is a four-step wizard, and the whole of it happens before the paper exists — which is the only moment rearranging an exam costs nothing.

1

See the papers you own

Every paper for the subjects you lead, with its version and whether it is sealed. A teacher who leads nothing sees an empty list and a sentence explaining why — their questions still reach the exam, through the lead who draws on their bank.

Sealed papers are the only ones the exams officer can put on a timetable.
A draft can be reopened in the composer exactly where it was left.
A paper already scheduled cannot be deleted; the table refuses the tick rather than collecting the refusal at the last click.
2

Step 1 — the subject, the title, the banks

Choose the year group whose paper this is, name the exam, and tick the banks it should draw from. Each bank arrives as a section on the next step — a starting point, not a fixed structure.

Only subjects you LEAD are offered: the server refuses the rest, and offering them would be an invitation to a refusal.
A bank with nothing published in it cannot be ticked, and says so.
A bank the lead has rejected is shown greyed out with the reason, rather than hidden — a colleague’s missing contribution reads as a decision, not an absence.
"Choose questions from this bank" narrows a bank to a hand-picked subset; leaving it unticked contributes everything the bank has published.
3

Step 2 — the paper, as candidates will sit it

Every question the exam will contain, in full, in the order candidates will meet it. This used to happen on the finished paper, after it could already have been scheduled; moving it in front of the create button is the point of the wizard.

Sections and questions both move up and down with buttons rather than dragging — a stem four lines tall is not something to drag past on a trackpad.
A question can be moved to another section, or taken off the paper entirely.
A section left empty is refused with a reason attached to that section, not as a toast after the last click.
Banks that contributed nothing are named, so a bank you ticked and that is not on the paper is something you learn now.
4

Set how a section is sat

A section’s heading, the instructions candidates read above it, and whether everyone sits all of it or draws a subset from a pool.

"Answer any 20 of these 30" is a pooled section, and the pool count is set here.
A pool draws a different subset for each candidate, so two papers are not the same paper.
Pooled questions should be of equal value — otherwise two candidates sit exams worth different totals.
Instructions are rich text, and are shown on the briefing screen as well as above the section itself.
5

Put a question back

A question taken off the paper is unplaced rather than gone. The picker offers everything the selected banks hold that is not currently on the paper.

Questions go back in the order you tick them.
A question added while editing an existing paper arrives unplaced too, so a new bank never quietly appends a section nobody asked for.
6

Step 3 — how the exam is served

The rubric candidates read, and the delivery settings. None of it is frozen by sealing, and all of it is stated to the candidate on the briefing screen before they start.

Shuffle questions within each section, so question 4 is not the same question for everyone.
Shuffle the options under each multiple-choice question.
Free navigation, or forward-only — the candidate is told plainly which one they are sitting under.
What candidates see on submitting: nothing, their score, which ones they got right, or a full review.
A pass mark, or none at all — leaving it empty reports raw scores without a pass or fail.
7

Step 4 — what the paper adds up to

Sections, questions, marks, and the spread across question types and difficulties — counted off the very rows the create call is about to place, so nothing here can describe a paper the server would build differently.

The by-type breakdown is the fastest check that a paper is not thirty single-choice questions by accident.
The by-difficulty breakdown is the fastest check that it is not all "easy".
A pooled section is shown as "3 of 12" rather than as twelve questions.
8

Create it, sealed

Creating and sealing are one press. Sealing stores an encrypted copy of every question and its answer key, so the exam a school approved is the exam its students sit.

Editing a question in its bank afterwards has no effect at all on a sealed paper.
Only sealed papers can be scheduled — that is the whole difference sealing makes.
The exams officer can put it on a timetable straight away.
9

Or save it as a draft

A paper too big to finish in one sitting needs somewhere to live. The difference from a sealed paper is exactly one thing, and the dialog spells it out rather than trusting the word "draft".

A draft carries no frozen copy, so the exams officer will not see it when choosing a paper for the timetable.
Its questions still point at the banks they came from, so a colleague editing one changes what this paper would ask. Sealing is what stops that.
It reopens in this same composer, with everything exactly as you left it.
10

Read the finished paper

The record of what was built: the rubric, the delivery settings, and every section as candidates will meet it. It reads rather than edits — every control that used to live here was an edit to an exam that might already have been on a timetable.

The heading stays pinned as you scroll: which paper, what state, which version.
Each section shows its questions in order with their marks, exactly as the candidate will be served them.
11

Reopen it, if nothing is scheduled

Reopening discards the frozen copy, starts a new version and hands the paper straight back to the composer.

Until it is sealed again, the exams officer cannot timetable it — and its questions follow their banks once more.
Reopening is refused outright once anything has been scheduled against it. Changing what those candidates sit means composing a new paper and scheduling that one.
12

Watch your own paper being sat

The lead teacher has an invigilation board of their own, narrowed to the exams running on papers they lead. A teacher who leads nothing sees an empty board rather than the school’s exam week.

The person who wrote the paper is the one who can say what a flag on question 12 actually means, and a paper going badly is their problem before it is anyone else’s.
The scope is derived server-side from the lead-teacher registry per request — a list filtered in the browser would be a filter, not a permission.
A colleague teaching the same subject in another arm sees nothing here: they have no standing to stop another teacher’s candidate mid-exam.
13

Act on what you see

The same console the exams officer runs, minus the controls that are School HQ’s job.

A lead can warn, record a fault, clear a signal as benign and stop a candidate — the judgements about their own paper.
They cannot extend the hall’s clock, rebuild a roster or grant one candidate extra time: those are institutional decisions with institutional consequences, and a roster is what billing reads.
Nothing about that is enforced in the browser. The teacher-side API carries a narrower action set; the screen only declines to offer what the server would refuse.

See this on your own school’s data.

Every screen in “Lead subject teacher · building the paper” is the live product, not a mockup. Create your school account, or have us walk you through it on a call.

Get startedBook a demo

Candidate

The candidate’s experience is deliberately narrow: sign in, read the rules, sit the paper, submit. Nothing else is reachable from an exam session — and the screens below are the real exam portal, running in its own shell rather than the dashboard’s, because that separation is the point.

1

Sign in to the exam portal

Candidates sign in with the registration number their school issued them, on a portal separate from the student dashboard and wearing the school’s own colours.

An exam session cannot open the student portal, and a dashboard session cannot sit an exam.
That separation is what makes shared exam-hall machines safe: a session left behind exposes the exam surface and nothing else.
The photographs are the school’s own exam-hall slideshow, set in the Branding module.
Students who have never signed in are listed for the school before exam day, so credentials are not discovered at the door.
2

Replace the password the school issued

A student’s issued password is their date of birth, which anyone in their class can guess. Nothing else happens until it is replaced.

This screen lives INSIDE the exam portal: an exam token does not open the dashboard’s set-password page, and a candidate sent there would meet a form they could not satisfy.
There is nothing to change *from* — retyping the date of birth they typed a moment ago would prove nothing — so only the new password is asked for.
It ends by signing them out and returning them to the door with their registration number filled in, so the credential that counts is the one they use.
3

See what you are sitting

Today’s papers with a countdown to each one. Times are drawn from the server, so a machine with the wrong clock still shows the truth.

A paper can only be started inside its window, and the button unlocks itself when the window opens — no reload needed.
Any extra time the school granted is already included in the duration shown.
A paper already in progress offers Resume; one already submitted offers nothing.
Every screen carries the candidate’s photograph and registration number in the column beside it — what an invigilator walking the row is actually checking.
4

Read the briefing

The screen between the lobby and the paper: the school’s own instructions, the shape of the exam, and what each setting means for the person about to sit it. It is readable before the window opens, and nothing on it starts a clock.

The rules are written as consequences, not settings: "once you move on you cannot go back" rather than "forward only".
The candidate’s own access arrangement is named rather than silently added to the total.
A candidate who arrives early spends the wait reading instead of watching a countdown.
The exam begins on a deliberate press, after ticking that the rules have been read.
5

Wait to be let in

Where the school has gated the hall, the Start button is replaced by one that asks. Pressing it puts the candidate’s name on the invigilator’s screen; the page unlocks itself the moment they are let in, without a reload.

Nothing on this screen starts a clock, and the screen says so.
Asking is a deliberate press, never automatic — a console filled with forty names before anyone sat down is a console an invigilator learns to ignore.
A refusal is shown in the invigilator’s own words, so the candidate knows whether to raise their hand or go and find them.
The rules above it already say the check-in is for this machine, so a candidate who moves desks is not surprised by having to ask again.
6

Sit the paper

One question at a time, with the remaining time and the candidate’s identity always on screen. Answers save as they are given, so a refresh, a flat battery or a dropped connection does not cost the work already done.

The question order — and, where the paper says so, the option order — is unique to each candidate.
A revisited question shows the candidate’s own saved answer, not an empty field.
If an answer fails to save, the portal says so and keeps retrying while the paper is open. It is never queued for replay after the deadline.
Tab switches, pastes and similar events are recorded for the invigilator; they are never punished automatically.
When time runs out the paper is submitted for them, whether or not the tab is still open.
7

Move through the paper

The question map shows which questions are answered and which are not, and jumps straight to any of them.

On a forward-only paper the map shows what is already closed rather than pretending it can be reached.
On a phone the same map opens from the button between Previous and Next, so the clock never leaves the screen.
8

A warning, mid-exam

When enough integrity signals accumulate — or an invigilator issues one by hand — the candidate is shown it and must confirm reading it before they can carry on.

Not dismissible: no close button, no outside click, no escape. A warning that can be flicked away is not a warning.
The clock keeps running behind it. Pausing would turn every warning into free thinking time and make issuing one a punishment for the rest of the hall.
The acknowledgement is the school’s evidence that the candidate was told.
9

When a machine is locked out

An invigilator can shut one of a candidate’s machines out of the exam. The screen goes out of its way to say what has NOT happened.

The exam has not been stopped, the clock is still running, and the answers already given are safe.
If they have another machine, they are told to carry on from it; if not, to raise their hand.
This arrives on the poll rather than as an error, because the poll is the one route a locked device may still call — a bare failure would leave a child staring at an error in a silent hall.
If the lock was aimed at the wrong machine, lifting it can give the lost minutes back.
10

Check, then submit

Before submitting, the candidate is told how many questions are unanswered — and which ones — and that unanswered questions score zero.

On a free-navigation paper the unanswered question numbers are buttons, so "six unanswered" sends them to the questions rather than hunting.
Submission is final for that attempt.
An accidental submit can be reopened by an invigilator while the exam window is still open.
11

Afterwards

A paper already handed in has nothing left to offer: no start button and no way back into the script. When results are released is the school’s decision.

Practice exams run the same machinery but never reach the gradebook.
Students cannot yet review which questions they got wrong — see the module’s roadmap.

Set this up for your team.

Every screen in “Candidate” is the live product, not a mockup. Create your school account, or have us walk you through it on a call.

Get startedBook a demo

Exams officer

The school runs the timetable and the hall: what is scheduled, who sits it, what it costs, and what happens when exam day does not go to plan.

1

Start from the exam period

A series is the exam period a school actually runs — "Second Term Examination" — and every scheduled paper belongs to one. Making the series the first screen is what turns thirty loose windows into a thing with a shape.

A published series with nothing scheduled in it is the single thing most worth spotting, so the count is on the row.
Standalone quizzes can be scheduled outside any series.
2

Create the series

A series belongs to the current term and starts empty. Papers are timetabled into it afterwards.

Every paper scheduled in a series must be sealed before the series can be published.
Publishing is what makes its exams visible to candidates.
3

Build the timetable

One series opened: each row is one sealed paper delivered in one window, with the running cost above it and the clashes worth knowing about beside it.

The cost estimate reads the same two inputs the rating engine reads, so it cannot quietly disagree with the invoice.
A candidate booked into two overlapping exams in this series is named — warned, never blocked, because the school may have a reason.
A room double-booked over a window is its own banner, because it is fixed by moving a hall rather than by moving a student.
4

Schedule a paper

One sealed paper, one cohort, one window: when the hall opens, when entry closes, and how long each candidate gets once they begin.

The window and the duration are separate — a two-hour window can hold a one-hour paper.
A late starter can either be stopped at the window end or given their full time; it is a switch, and the candidate is told which one they are sitting under.
The hall comes off the school’s own room register, which is what lets a double booking be caught here rather than on the morning.
Coverage defaults to every arm of the paper’s year group and can be narrowed.
The roster is previewed before the exam exists — including the students whose elective choices are missing and would be left off it.
5

Publish it to candidates

Publishing the series is what makes its exams appear in candidates’ lobbies.

Every paper scheduled in it must already be sealed.
Billing is per candidate per subject sat — a student who is rostered but does not sit is never charged.
6

See every hall at once

Invigilation is its own sub-module: every exam whose window is open, how many candidates are writing, how many have not begun, and where flags have been raised.

A school running six papers at once reads one board, not six tabs.
Every figure is counted across the whole roster, never a page of it.
Candidates writing on two machines at once are counted on the row — the one integrity signal an officer can act on without opening anything, because it says which room to walk into.
7

Run one hall

The console shows the hall live: who has started, how far each candidate has got, and what has been recorded against them.

The readiness banner is the 8am help-desk queue, caught the day before: who has never signed in, and who still holds their issued password.
The cost line is an upper bound — absentees are never charged.
The board updates itself; nobody refreshes anything.
8

Let a candidate in

On a hall that gates entry, nobody starts until somebody says so. Candidates appear at the top of the console the moment they ask, and one press lets them in — or the invigilator works down a seating plan and checks people in from the roster instead.

The check-in belongs to the MACHINE they are sitting at, not to them. That is the whole mechanism: it cannot be collected at the door and carried out of the building.
It expires if it is not used, counted from when the exam window opens — so a hall checked in ten minutes early is not locked out at nine o’clock.
Letting someone in can be taken back until it is used, which is what makes it safe to press quickly forty times in a morning.
Off by default, and set per exam. A revision paper sat anywhere has no door; a supervised hall does.
9

When the exam opens somewhere else

A candidate’s paper is already running, and a machine it has never been written on is asking for it. Reloading a page is not this — the machine they were let in on carries on without asking. This is a second device, and the invigilator is told which one and where it is asking from.

This is the case the whole control exists for: a candidate who has left the hall and opened their exam somewhere else sends exactly this request.
So does a candidate whose laptop froze and who has moved to the next desk. Nothing on the screen can tell those apart, which is precisely why it is put in front of somebody who can look at the seat.
Refusing is recorded on the candidate’s conduct record with the invigilator’s reason, and the candidate is shown it.
The machine they are legitimately writing on is untouched throughout. A request from somewhere else must never cost a candidate a second of their exam.
10

Read one candidate’s record

Every signal, warning and fault against one candidate, in order, with the machines their paper is open on.

Signals carry weights, not verdicts. Enough weight earns a warning; more earns a fault.
A signal an invigilator judges harmless can be cleared with a reason — it stops counting and stays on the record.
The devices panel is read live: "two machines right now" is a claim about this second, and a stale one would send an invigilator to the wrong desk.
11

Warn, fault, or simply note

Three rungs, and they differ in who sees them. A warning and a fault are shown to the candidate; a note is for the record only and accuses nobody.

A warning must be acknowledged by the candidate before they can carry on.
A fault is a finding rather than a nudge, and stays on their record.
Every one carries the invigilator’s own words and their name.
12

Lock one machine out

Per device, never per sitting. The phone that appeared ten minutes into the paper is shut out; the candidate keeps writing on the machine in front of them.

A reason is required, and the candidate is shown it on the locked machine.
Locking is not stopping: their exam runs on, and the screen they are locked out of says so explicitly.
Lifting a lock offers to credit the minutes it cost — ticked by default, because a lock is nearly always lifted because it was aimed at the wrong machine.
13

Stop an exam

The one control that cannot be undone, and the only thing in the module that ends a child’s paper.

Always a person’s decision — nothing here terminates automatically, however many signals accumulate.
A reason is required and is shown to the candidate.
The script can be kept and reviewed, or struck out; the choice is explicit.
A terminated sitting has no "reopen": the decision was taken with a name on it, and the server refuses to reverse it here.
14

The exam-day controls

Extra time for one candidate, an extension for the whole hall, force-submit for a frozen machine, a reopened sitting, an excluded candidate, a rebuilt roster. Six controls, one confirmation, each written from the candidate’s side of the desk.

Extra time moves one candidate’s own clock; nobody else in the hall is affected.
Extending the exam gives every candidate still writing the same minutes back — the day the power goes.
Force-submit is for a machine that has frozen, not one that is merely slow, and the copy says so.
Rebuilding a roster recomputes it from who is currently in the covered classes, reapplies manual exclusions, and changes the seat count the exam is billed on.
A lead subject teacher watching their own paper gets none of these: they are institutional decisions, and the surest way to keep them institutional is not to build them the button.

Ready to run your school on this?

Every screen in “Exams officer” is the live product, not a mockup. Create your school account, or have us walk you through it on a call.

Get startedBook a demo

Subject teacher · marking and results

Nothing reaches a report card unseen. The machine’s scores go to the teacher who set the paper first, with the outliers flagged, and only their approval moves them into the gradebook.

1

Find the exams waiting on you

Every paper you set, with its state: waiting on you, approved, or already in the gradebook.

The queue is derived from your current teaching assignments, so it needs no maintenance and a reassignment mid-term moves the work with it.
A paper whose window is still open can be watched as scripts land; correcting and approving wait until the exam is over.
2

Review the results before they count

Every candidate’s score with the outliers flagged — papers finished in under two minutes, zeros, sessions that raised integrity events, and the ones that ran out of time.

While the window is still open the sheet is a live view and says so; corrections unlock when the exam settles.
Nothing here has reached the gradebook. Approval is the gate.
3

Open a script

One candidate’s paper, question by question, with the answer key beside the response and what the engine scored it.

Accept a legitimate answer once and every candidate in the exam who wrote the same thing is regraded — consistently, in one action.
The accepted spelling can be folded back into the bank question, so next term’s paper already knows it.
Any single score can be adjusted with a reason, which is kept with the change.
A candidate still writing cannot have their script adjusted, and the sheet says why rather than hiding the control.
4

Approve

Approval freezes the sheet and unlocks the push. It is the moment a set of computed numbers becomes a set of marks.

An approved review can be reopened if something is found later.
Correcting, re-approving and re-pushing updates the same gradebook entry rather than creating a second one.
5

Push into the gradebook

Approved scores post into the normal gradebook column for that class, subject and term — the same column a hand-entered exam would have used.

Report cards, broadsheets and the existing publish-and-accept chain need no changes at all.
Practice exams run the same machinery but never touch the gradebook.
6

Read the item analysis

Once results are in, each question reports how it behaved. It is the part that makes next term’s paper better than this one.

Difficulty is the share of candidates who answered correctly, said in words as well as a percentage.
Discrimination compares your strongest quarter with your weakest.
A negative discrimination is flagged: your best candidates did worst on it, which almost always means a wrong answer key rather than a hard question.
For option questions, the spread across the wrong answers shows which distractor did the work.
Arm-by-arm averages sit underneath, for the year group that suspects one class was taught differently.

See this on your own school’s data.

Every screen in “Subject teacher · marking and results” is the live product, not a mockup. Create your school account, or have us walk you through it on a call.

Get startedBook a demo

How it connects to the rest of the platform

  • Results post into the gradebook you already use

    An approved CBT exam becomes an ordinary exam entry for that class, subject and term. Broadsheets, report cards and the publish-and-accept chain treat it exactly as they treat a paper marked by hand.

  • Question banks follow teaching assignments

    Access is derived from who currently teaches the subject to that grade — no separate permission to grant, and none to remember to revoke when someone moves on.

  • Rosters follow elective choices

    Papers are rostered from the students who actually offer the subject, so an elective exam does not summon — or bill for — the whole year group.

  • Candidates use the credentials they already have

    The registration number a school issues is the exam login. There is no separate exam account to create, distribute or reset.

Common questions

Can questions carry diagrams and formulae?+

Yes. Images attach to a question’s text, and mathematical notation is written between dollar signs — the same convention teachers already meet in learning-material quizzes. Both are rendered by one component shared by the authoring screen and the exam portal, so a stem cannot look right to the teacher writing it and wrong to the candidate sitting it.

Can we set essays?+

Not in CBT, deliberately. Every question type here is scored at submission; an essay is not. Schools run essays on paper as they always have and enter those scores through the gradebook, so one exam can be part computer-marked and part hand-marked without the module pretending to do something it cannot do well.

What happens if the power or the network goes during an exam?+

Answers are saved as the candidate works, so nothing already answered is lost, and a resumed session picks up the same paper. The invigilator can extend the whole exam to give the hall back the time it lost. If a candidate never returns, their paper is closed automatically at its deadline and marked on what was saved.

Can a teacher change a question after the exam is scheduled?+

They can edit the bank, but it will not affect the scheduled paper: sealing takes a frozen copy. A paper nobody has scheduled yet can be reopened and rebuilt in the composer; once it is on the timetable, reopening is refused, and changing what those candidates sit means composing a new paper and scheduling that one.

How do you stop one student answering as another?+

The candidate is taken from the exam session itself, never from anything the browser sends. A second sign-in takes over the session and is recorded. Exam sessions also cannot reach the student dashboard, so a session left open on a shared machine exposes nothing beyond the exam surface.

What are the integrity flags, and do they disqualify anyone?+

They record things worth a human look — switching away from the exam tab, reconnecting, pasting. Nothing is punished automatically. They appear on the invigilator board during the exam and beside the score afterwards, and what to do about them is the school’s decision, not the software’s.

A student typed a correct answer our key did not list. What now?+

Accept it once from the review sheet. Every candidate who wrote the same thing is regraded consistently, and the spelling can be added to the bank question so next term’s paper already knows it.

How is this billed?+

Per candidate per exam subject sat. A student who is rostered but does not sit is never charged, and resuming an interrupted paper is not a second charge. The estimated cost of a schedule is shown before it runs.

What if our credit runs out during exam week?+

Exams that are already published still run to completion — candidates keep sitting, invigilators keep their controls, and results are still produced. What is blocked is scheduling new exams. A billing problem must never strand half a year group mid-examination.

How secure are the questions themselves?+

Question text and answer keys are encrypted where they are stored, and the answer key is kept in a separate column that the exam-delivery path never reads — so a key cannot reach a candidate’s browser even by mistake. Access to bank content is limited to the teachers of that subject and grade; schedulers see paper titles and settings, not questions.

Other specialized modules

Hostel ManagementHostels, rooms, bed spaces, assignments, wardens, hostel fees, maintenance, inspections, visitor logs, security incidents, leave passes, and waitlists.View module
Health & Clinic ManagementClinic settings, visits, student/staff health records, medication logs, incident reports, screenings, and health inventory.View module
School StoreOnline product catalog, parent storefront, cart & checkout, order management, and finance integration.View module

Run your whole school on one connected platform

Start with the base package, switch on the modules you need, and give every parent, student and staff member a single place to log in.

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