Built on one simple observation about how learning works.

Every other study resource solves the what of HSC preparation. We solved the when.

There’s a lot on this page. Here’s the 10-second version.

Your child practises an HSC essay. They get examiner-calibrated feedback in sixty seconds. They try again. That feedback loop — immediate, specific, actionable — is what turns practice into improvement. Teachers and tutors may have the skill but they don’t have the time. We want to complement their work to maximise pace of improvement. It costs $99 for the whole year. That’s it.

A piece of feedback does almost nothing if it arrives a week after the work was done.

When a student submits a response and receives feedback within minutes — while the thinking, the choices, the uncertainty are still fresh — that feedback lands differently. It connects to specific decisions the student can still recall. It’s immediately actionable. The improvement is measurable and fast.

The research on this is unambiguous. Dylan Wiliam, one of the world’s leading authorities on formative assessment, has spent decades documenting what actually moves student performance. His conclusion: feedback must be specific, immediate, and actionable. John Hattie’s landmark meta-analyses of over 800 educational interventions consistently identify feedback as one of the highest-impact levers available to any learner.

That’s the founding insight behind Assessment as Learning. Not a new way to explain the HSC. A new way to close the feedback loop.

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Expertise embedded, not assumed.

Assessment as Learning was originally built by one person — who still drives the work. But the knowledge base it draws on is not one person’s opinion. Every question is generated from official NESA documents. Every piece of feedback is calibrated against the same band descriptors your actual examiner uses. The prescribed text knowledge embedded in the platform comes from the same sources your teacher uses to prepare you.

The AI models powering the platform are among the most capable available — selected specifically for their performance on complex reasoning and nuanced written feedback, not for cost. The pedagogy driving how they are prompted and constrained comes from formal study in education and technology, not intuition.

This is a lean operation with serious inputs. That combination — fast, focused, and grounded in the right sources — is exactly what makes it possible to offer this at $99.

Why I built this

My kids have all finished the HSC. All of them practiced. All of them waited too long for feedback with written work.

The essay might go to the teacher on a Monday. It would come back the following week with a mark and a few comments in the margin. By then the thinking that produced it — the choices, the instincts, the half-formed ideas — had dissolved. The feedback landed on cold ground.

The problem is structural. A classroom teacher manages twenty students at a time and is the best subject matter expert your child has — they often know the HSC marking guidelines better than anyone. But they are not resourced to return rich, personalised written feedback on exam practice within minutes of submission, and then workshop it to ensure understanding one on one. It is not a failure of effort or skill. It is a constraint of time and scale that no individual human can work around. A tutor, where a family has one, sees a student once or twice a week and brings something different — they know the person, they are often younger and remember their own HSC exams. That relationship has real value. They usually have no HSC marking experience. They hope that personal competence translates to teaching ability… Neither teacher nor tutor can be everywhere, immediately, at the moment the work is fresh.

Most tools built for HSC preparation focus on recall — flashcards, quizzes, multiple choice. Recall matters. Knowing your texts, your techniques, your terminology — that is necessary. But it is not sufficient. The HSC does not test what you remember. It tests what you can do with what you remember: how you construct an argument, how you select and deploy evidence, how you respond to an unseen question under pressure. That requires practiced writing, and practiced writing requires feedback. Specific, immediate, actionable feedback. Not a score. Not a tick. An explanation of what the marker saw, what it means, and what to do next. I wished this tool existed for my kids. It didn’t. So I built it.

I spent ten years in corporate SaaS, leading professional services teams and directing learning content needs analysis and solutions for organisations. The gap I kept seeing was the same: not in content delivery. People had access to information. The gap was in the feedback loop — the signal that told them whether they were applying it correctly, and what to adjust. Without that signal, practice becomes repetition without improvement.

When I left corporate, I built what I kept wishing existed. A tool that returns examiner-calibrated feedback on HSC exam questions within sixty seconds. That knows your syllabus, your prescribed texts, your marking guidelines, your band descriptors. That pitches its feedback one band above where you are — not at the top, not generically, but specifically at your next step.

It isn’t a replacement for a great teacher or a thoughtful tutor. It’s what happens between those sessions — the daily practice, the immediate signal, the chance to try again while the thinking is still warm.

My children would have used it. I built it so yours can.

Key references

• Australian Institute for Teaching & School Leadership. (n.d.). Reframing Feedback to Improve Teaching and Learning. AITSL Spotlight Series. aitsl.edu.au
• Burgess, A., van Diggele, C., Roberts, C. & Mellis, C. (2020). Team-based learning: design, facilitation and participation. BMC Medical Education, 20(461). link.springer.com
• Fisher, D.P., Brotto, G., Lim, I. & Southam, C. (2025). The impact of timely formative feedback on university student motivation. Assessment & Evaluation in Higher Education, 50(4), 622–631. tandfonline.com
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Lu, X., Yang, Q., Wei, J. & Heffernan, N.T. (2025). From belief to evidence: simpler immediate feedback improves language learning and confidence in semi-open-ended questions. Frontiers in Education, 10. frontiersin.org
• Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
• Wiliam, D. & Black, P. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. King’s College London. dylanwiliam.org

The students who benefit most from immediate, expert feedback are often the ones who can’t access $4,000 a year in tutoring.

HSC tutoring costs families $4,000 or more per subject per year. Most tutors have never marked an HSC exam. Getting a great mark as a student is a different skill from knowing how to mark — and knowing how to mark is exactly what drives the quality of feedback here.

$99 per subject. Unlimited questions. Unlimited attempts. All year. That’s a deliberate choice, not a compromise.

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