Assess learner work

If you assess, teach or run an academy, the Submissions page is where learners' handed-in work collects. It groups the work by assignment, oldest first, so the work that has waited longest is always at the top. Each assignment opens into its own queue, where you choose a submission to review.

Submissions is in the Delivery section of the academy workspace menu. Owners, administrators, instructors, mentors and assessors see it; finance administrators do not. Owners and administrators see every submission in the academy. Instructors, mentors and assessors see the work of the cohorts they are assigned to, and the work of learners who study at their own pace. Once anyone is seated on a self-paced programme's staff, that programme's self-paced work goes only to the people seated there. Taking someone off a cohort's staff takes its work, and the files handed in with it, out of their reach.

The Submissions page

The Submissions page has up to three sections:

• Waiting for an assessor lists each assignment with work nobody has claimed yet. Each row names the cohorts, how many submissions are waiting and when the oldest was sent. Work from learners who study at their own pace is marked Self-paced.
• In review lists each assignment with work that has been claimed, including work released and waiting to be claimed again, and names who holds it.
• Up to date lists assignments where everything handed in has been assessed, with how many decisions were made recently and how quickly the work is usually assessed.

Choose Open queue on a row to see that assignment's submissions. Start review, at the top of the page, opens the oldest submission still waiting, so you can begin without choosing. When the work comes from more than one programme, the Programme filter narrows the page to one.

The page reads the 100 oldest open submissions. When more are open, the line under Waiting for an assessor ends "Showing the oldest number of total", and Up to date is hidden until the backlog is smaller.

An assignment's queue

The queue lists one assignment's submissions, ten to a page. Its heading is the assignment's title, and All assignments returns to the Submissions page. Four figures sit above the list:

• Awaiting review: handed in, and not yet claimed by anyone.
• In review: claimed by an assessor, or released and waiting to be claimed again.
• Changes requested: returned to the learner for another attempt.
• Median review time, lately: the typical time from hand-in to decision across recent approvals and rejections, shown as Same day or a number of days. With a cohort chosen, it reads Median review time, this cohort.

Each row shows the learner, the attempt number, the day the work was submitted, its status and its assessor. The status reads Submitted, In review, Changes requested, Approved or Rejected, and approved work adds its result, such as Approved · Competent. Work handed in after its deadline is marked Late. The Assessor column names whoever holds the review or decided it, and reads Unassigned when nobody does. Group work appears once, under the group's name, marked Group of and the number of members.

Choose a row to open the submission and review it.

Filter the queue

The queue opens on Open work: everything awaiting review or in review. To narrow it:

• Find a learner… searches by the learner's name.
• Cohort shows one cohort's work. Choosing a cohort also opens Open risk flags beside the list, naming the learners in that cohort who have an open risk flag. An assessor's role does not read risk flags, so an assessor sees no such panel.
• Status chooses Open, Awaiting review, In review, Changes requested, Approved, Rejected or All.
• Held by narrows open work to one assessor, or to Unassigned work. When Status is set to decided work, the same filter reads Decided by and names who made the decision.
• Sort puts the Oldest first or the Newest first.

When the queue was opened from an assignment, Clear assignment widens it to every assignment's submissions, and the list gains an Assignment column.

When the list is empty

An empty list says why. "Nothing awaiting review" means every submission in the view has been assessed; new work appears here as learners submit. "Nothing matches" means your search or filters leave nothing to show: choose Clear filters to return to open work. On the Submissions page, "No submissions yet" means no learner has handed in work for assessment.

If a cohort's work is missing for you, check that you are on that cohort's staff. An owner or administrator adds staff from the cohort's page, as the Run a cohort guide describes. Self-paced work missing for you belongs to a programme with staff seated on it, and an owner or administrator can add you under Staff on the programme's page.

A submission is reviewed by one person at a time. To record levels, feedback or a decision on a learner's work, you first claim the review. Claiming makes you the named assessor for that attempt, and while you hold the claim nobody else can record a decision on it.

Owners, administrators, instructors, mentors and assessors can claim the work they can see on the Submissions page. Holding a claim does not by itself let you approve or reject: that needs the Assessor role, and for a cohort's work a place on that cohort as its assessor. Self-paced work, from a learner in no cohort, needs the Assessor role alone while nobody is seated on its programme's staff, and a place there as its assessor once anyone is. Anyone who holds a claim can still ask the learner for changes.

Open a submission

Open a submission from an assignment's queue, or choose Start review on the Submissions page to open the oldest one waiting. The page is headed with the learner's name, or the group's name for group work, and Queue returns to the list.

A strip at the top says where the attempt stands:

• Waiting for review: "Nobody has claimed it yet.", or, after a release, "Its assessor released it; whoever claims it next continues from the draft they left."
• In review: the attempt is held, and the strip names who holds it.
• Changes requested: "The learner can hand in again."
• Approved or Rejected: the attempt has a final decision. After a rejection the learner cannot hand in again.

The strip also gives the attempt number against the attempts allowed, names who decided it and when once it is decided, and says how many days late the work was if it arrived after its deadline. Under Result, a decided attempt shows the feedback the learner was given and your private notes in full.

Claim the review

1. Open the submission.
2. In the Decision panel, read the line above the button. It says what you will be able to do once you hold the claim.
3. Choose Claim this review.

The strip changes to In review, held by you, and your name appears in the queue's Assessor column. The level pickers and comment fields open in the Rubric section, the feedback fields and the decision buttons appear in the Decision panel, and a bar under the page title shows that your marking is saved.

While you hold it

Your levels, comments, feedback and private notes save as you go, so you can leave and come back without recording a decision. Only the person holding the claim can change them or record a decision.

Release claim gives the review up. Anything not yet saved is saved first, the strip returns to Waiting for review, the work shows as unassigned, and anyone who can review it may claim it next, starting from your levels and feedback.

The collapsed How a decision works section, under the buttons, sets out the rules: only the holder decides, asking for changes reopens the work for the learner's next attempt, rejecting closes the assignment for the learner, and an approval or a rejection is final until corrected.

When someone else holds it

If a colleague already holds the review, the Decision panel says so: "Name holds this review, so the decision is theirs to record." If they cannot finish it, an owner or administrator can move it to someone else with Reassign this review….

When the holder can ask for changes but cannot approve or reject, such as a mentor or an instructor, the panel says that instead. If you can decide the work yourself, it adds "You can take it over to decide it." with Take over this review…. The dialog says their draft moves to you as it was last saved and that they can no longer change it; choose Take over to hold it. Otherwise it suggests reassigning the review to someone who can decide it, such as the cohort's or the programme's assessor.

When you cannot claim it

• "This is your own submission. Another assessor must review it; you cannot claim it yourself." Nobody assesses their own work, or work by a group they belong to. Another member of staff must claim it.
• "Someone else has claimed this review." A colleague claimed it while your page was open. Reload the page to see who holds it.
• "This review changed in another tab or by a colleague. Reload the page to continue from where it stands now." The review was released, decided or saved elsewhere. Reload the page.
• The button is unavailable, with a note that whether anyone already holds the review could not be read. Claiming now could take the review from a colleague in the middle of a decision. Reload the page in a moment.

An assessment is a level for every criterion of the assignment's rubric, a comment on any criterion you want to explain, the feedback the learner reads, and a decision. If you assess learners' work, you record them on the submission's page once you hold the review. Only the person who has claimed the review can change the marking.

Read the work

The left of the submission's page holds everything you judge:

• What was asked for opens the assignment's brief, with the number of pieces of work it asks for.
• Submitted work lists each piece the learner handed in, under the requirement it answers. Written answers open on the page, a file has Download, and a link such as a GitHub repository has Open.
• Attempt tabs appear when the learner has handed in more than once. The tab marked current is the attempt you are assessing. An earlier tab shows what was decided on that attempt: its levels, its comments and its result, with the strip at the top describing that attempt.

Choose a level and write a comment

The Rubric section lists the rubric's criteria. On each one, open Choose level and pick the level the work reaches. The list shows each level's name with the rubric's sentence on what work at that level shows. Beside the criterion, the page shows where the chosen level stands:

• On a rubric that records which competencies the work proves, Meets or Below says whether the level reaches what the criterion expects.
• On a rubric marked out of a maximum, the criterion's weight is shown, with the level's score.

Under each criterion, a field reading Comment for the learner takes your comment on that criterion. The learner reads it under the criterion's name with your decision, line breaks and all. You can write a comment before choosing the level.

Until every criterion has a level, the panel reads "Choose a level for every criterion before recording a decision", with how many are chosen. Once all are chosen, As selected shows the result they produce: Would pass or Would not pass against the pass mark, or Competent or Not yet competent. The result recorded is the one Alethris works out when you decide.

Say how you judged it and write the feedback

Under Record a decision, in the Decision panel:

1. Under How you judged it, choose Evidence review, Live observation, Oral interview or Practical demonstration. The method is shown on the learner's credential beside each competency this decision attests.
2. In Feedback to the learner, write what the learner should know about the work. It is returned with the decision, and it is required to reject the work or to ask for changes.
3. In Private notes, write anything for staff only. Private notes are never shown to the learner.

Both fields take up to 8,000 characters, and a comment up to 4,000. The learner reads the levels, your comments, the result and your feedback. They never read your private notes. Reason for rejecting appears only when the levels you chose meet the rubric's standard and you are able to reject; it is never shown to the learner.

Your marking saves as you go

A bar under the page title shows where your marking stands: Unsaved changes · saving shortly, Saving…, then Saved with the time. Save now saves at once. Everything is kept as you left it, including a rubric still part-marked and a field you emptied, so you can leave and come back. Nothing reaches the learner until you record a decision.

When the marking cannot be recorded

• The level pickers do not open. You do not hold the review. Choose Claim this review first.
• The bar says "Not saved". The reason is beside it. "This review changed in another tab or by a colleague" means the review moved on: reload the page. If someone else now holds it, the page says so and your changes are not kept.
• "The rubric could not be read, so the levels for this attempt cannot be shown." This does not mean the assignment has none. Reload the page.
• "This assignment has no passing score set, so a result cannot be worked out." A rubric marked out of a maximum needs a pass mark, which is set on the assignment in the programme.
• No rubric on this assignment. "Levels cannot be recorded without one; a decision is recorded on feedback alone." Write the feedback and record the decision.

Every review ends in one of three decisions. Approve accepts the work, Request changes returns it to the learner for another attempt, and Reject refuses it. Approving or rejecting is final; asking for changes is not. The learner is told the decision at once, in their notifications and by email.

Who may decide

Only the person holding the review records a decision, and only on someone else's work.

• Request changes is open to anyone who holds the review: an owner, administrator, instructor, mentor or assessor.
• Approve and Reject need the Assessor role. For a cohort's work, they also need a place on that cohort's staff as its assessor.
• Self-paced work, from a learner in no cohort, is approved or rejected by anyone with the Assessor role while nobody is seated on its programme's staff. Once anyone is seated there, only an assessor seated on the programme decides it, even over an owner or administrator with the role. Being an owner or administrator is never enough without the role.

If you may only ask for changes, the Decision panel shows Request changes alone, with a note naming who decides, such as "Only an assessor seated on this cohort can approve or reject it. This cohort's assessor is name." For self-paced work the note names the programme and its assessor instead. You can ask for changes, or choose Release claim so an assessor can decide.

Record the decision

1. Hold the review, and choose a level for every criterion. On an assignment with no rubric there are no levels: the decision rests on your feedback.
2. Write Feedback to the learner. It is required to reject or to ask for changes.
3. Choose Approve or Request changes, or choose Reject… and confirm it.

Your marking is saved first and the decision recorded with it. The strip at the top of the page changes to the decision, and Decisions lists it with your name, the date and the attempt.

Reject… opens Reject this work?, which says that rejecting closes the assignment for the learner, who cannot hand in another attempt, and that the decision is final. Choose Reject to record it, or Cancel to go back with nothing recorded.

What each decision means for the learner

The learner receives a notice that names the assignment. It says their work "was approved", "needs changes before it can be approved" or "was not approved", followed for a final decision by the result, such as "competent" or "not passed". Opening it shows the level and your comment for each criterion, and your feedback. Your private notes and any reason for rejecting are never shown to them.

• Approve accepts the work, and the decision stands. On a rubric that records which competencies the work proves, the approval also records competency evidence for each competency the criteria map to.
• Request changes returns the work. The status reads Changes requested, and the learner hands in again as their next attempt, starting from what they sent. The new attempt arrives in the queue for a fresh review.
• Reject refuses the work, and the learner cannot hand it in again.

When a decision is unavailable

A decision button stays unavailable until its rules are met, with the reason under that button alone:

• "The levels chosen do not meet the rubric's standard, so this cannot be approved." Approval needs a passing or competent result. Change the levels if the work earns more, or ask for changes. The highest levels always reach that result: a programme cannot publish an assignment whose rubric could never meet its pass mark or the level it expects.
• "This is attempt number of allowed, so there is no attempt left for the learner to change." The learner has used every attempt the assignment allows. Approve or reject instead.
• "Feedback to the learner is required when rejecting or asking for changes." Write the feedback, then choose again.
• "Give a reason for rejecting this work: it meets the rubric's standard." Rejecting work whose levels pass needs Reason for rejecting, kept with the review for staff.

Refusals that come back after you choose:

• "Approving or rejecting work needs the Assessor role. You can still ask the learner for changes." An owner or administrator can give you the role on the Team page.
• "Only an assessor seated on this cohort can approve or reject its work. You can still ask for changes, or an Owner or Admin can seat you as its assessor." An owner or administrator can add you to the cohort's staff as its assessor. For self-paced work the refusal names the programme, and you are added under Staff on the programme's page.
• "This review changed in another tab or by a colleague. Reload the page to continue from where it stands now." Reload the page and check your levels before choosing again.
• "Your marking could not be saved, so nothing was recorded." The bar under the page title gives the reason. Put it right, then choose again.

When an assignment is group work, the group hands in one piece of work and you assess it once. The levels you choose and the decision you record are the group's, and every member receives them. Where one member's part differs from the rest, you set that member apart with their own levels, their own feedback and, for a final decision, their own outcome.

The same people may assess group work as individual work: anyone who can review may claim it and ask for changes, and approving or rejecting needs the Assessor role with a seat on the cohort as its assessor. Nobody in the group can review it.

Find the group's review

The queue lists a group's work once, under the group's name and marked Group of with the number of members. Open that row: it is the group's review, and the page is headed with the group's name.

If you open another member's own submission instead, the Decision panel says the group's work is reviewed on another member's submission and that this page keeps this learner's own results. Choose Open the group's review to go to it. Correcting a decision from either page withdraws it for every member.

If you belong to the group yourself, the panel says "This is your own group's work. Another assessor must review it; you cannot claim it yourself." A colleague must assess it.

Review the group

Claim the review as usual with Claim this review. The group's panel, under the submitted work, lists every member. For each member it shows:

• Their part, the note they wrote about their contribution, when the assignment asks for one. "No note on their part." means they wrote none.
• "Has left the programme. This attempt still counts for them." when a member has left since the work was handed in.

Choose a level for every criterion in Rubric as you would for one learner. Those levels are the group's. In the Decision panel, The group's result shows what they produce, and the feedback field reads Feedback to the group: it is returned with the decision to every member, and it is required to reject or to ask for changes.

Some rubrics mark criteria to be assessed for each member. Each member's row then has its own picker for those criteria, reading Confirm level until you choose. Approving or rejecting waits until every member has a level for each of them.

Set a member apart

When one member's part differs from the group's:

1. On their row, choose Set name apart, which names the member.
2. For any criterion where their level differs, choose their level. As the group keeps the group's level.
3. In Feedback for name only, say why. It is returned with the decision to this member alone, and it is required when their levels differ from the group's or when they are rejected while the group is not.
4. If you may approve or reject, choose under Their decision: The group's, Approve or Reject. Their own decision applies when the group is approved or rejected.

Rejecting a member whose own levels meet the rubric's standard needs a reason. A field headed Why name's work is rejected appears on their row when you choose Reject for them, or when the group's levels fall short while theirs pass. The reason is never shown to the learner. Hide folds the row away, and its summary line keeps what you set.

Asking for changes is always for the whole group: no member can be given changes on their own.

What the members receive

When you record the decision, each member's row shows their own decision and result. Each member reads the group's result beside their own, with the group's feedback and any feedback written for them alone, and never a teammate's.

A member switched to their own work

When a member is switched to their own work while the group's attempt waits for a decision, their copy of that attempt leaves the group's review. The queue lists it under their name, without Group of, and you review it as theirs alone: the page has no group panel, and every criterion is marked for them. Request changes gives the attempt back to them to work on alone. The group's review carries on for the other members. The same holds when members move to another group: the attempt stays in the queue, with any claim on it, for the members who remain.

When the decision is held back

The reasons appear under the decision buttons, one line for each member they concern:

• "Confirm criterion for name: it is assessed for each member." Choose that member's level for the criterion.
• "Write feedback for name: their levels differ from the group's." Write their feedback, or return their levels to the group's.
• "Name's own result does not meet the rubric's standard. Reject their work or change their levels." Approving the group waits until you do one or the other.
• "Write feedback for name to reject their work." Rejecting one member needs feedback for them.
• "Give a reason for rejecting name's work: it meets the rubric's standard." Fill in the reason field on their row.

Two things change a review after it has started. If the person holding a review cannot finish it, an owner or administrator hands it to someone else. If an approval or a rejection was recorded in error, someone who may decide that work corrects it, which reopens the attempt as their draft for a new decision. Neither deletes anything: both are kept with the review's history.

Reassign a review

Owners and administrators can move a review someone holds to another member of staff, for example when an assessor is away.

1. Open the submission. Reassign this review… appears in the Decision panel while someone holds the review.
2. Under New assessor, choose who should hold it. Each name says Can decide or Can ask for changes.
3. In Reason, say why, in at least two characters. The reason is kept with the review record and is never shown to the learner.
4. Choose Reassign review.

The draft moves to the new assessor as it was last saved, with its levels, comments and feedback. They become the named assessor for the attempt and are told the review is theirs. The confirmation reads "Review reassigned".

New assessor lists only the people who may hold the review:

• A cohort's work goes to the instructors, mentors and assessors seated on that cohort's staff, or to an owner or administrator. Only an assessor seated on the cohort can approve or reject it, so choose one marked Can decide when it needs a final decision.
• Self-paced work, from a learner in no cohort, goes to any of the academy's instructors, mentors and assessors, or to an owner or administrator, while nobody is seated on its programme's staff. Anyone with the Assessor role can then approve or reject it, so those people are listed first, marked Can decide.
• Self-paced work on a programme with staff goes only to the people seated on the programme, or to an owner or administrator. Only an assessor seated there is marked Can decide.
• The learner who submitted, and whoever holds the review now, are never offered.

Correct a decision

Approvals and rejections are final, so a mistaken one is corrected rather than edited. The correction keeps the original decision on record, marked as withdrawn, and reopens the same attempt as a draft you hold.

1. Open the submission that was approved or rejected.
2. Under Correction, choose Correct this decision….
3. In Reason, say why the decision was wrong, in at least two characters. It is kept with the withdrawn decision and never shown to the learner.
4. Enter Your password, if asked.
5. Choose Record correction.

Correct this decision… appears only to someone who may approve or reject that work: an assessor seated on the cohort; for self-paced work, anyone with the Assessor role, or, once anyone is seated on the programme's staff, an assessor seated there. Nobody can correct a decision on their own work. A request for changes cannot be corrected: the learner's next attempt is reviewed instead.

What a correction changes

The confirmation reads "Decision withdrawn" and "The attempt is open again as a draft you hold." The strip says In review, held by you, with the levels, comments, feedback and private notes of the withdrawn decision filled in, and that decision stays in Decisions, marked withdrawn. Change what was wrong and record the new decision.

The learner is told at once, in their notifications: "Your result is being reviewed again". Until the new decision, their feedback page says their work is with the assessors.

Correct a group's decision

A group's decision belongs to the whole group. Correcting it from any member's submission withdraws it for every member it counted for: the dialog names them, and the confirmation reads "Decision withdrawn for group". Each member loses that result and its evidence, with any completion or credential resting on it, and is told their work is being assessed again.

When it does not work

Reassigning:

• The person you want is not listed. For a cohort's work, they have no place on the cohort's staff in a role that reviews its work: add them to the cohort first. For self-paced work, they hold no role that reviews work, or the programme has staff and they are not among them: give them a role on the Team page, or add them under Staff on the programme's page.
• "This review changed in another tab or by a colleague. Reload the page to continue from where it stands now." The holder released or decided the review meanwhile. Reload the page.

Correcting:

• "Only a standing approval or rejection can be corrected." Someone corrected it first. Reload the page to see where it stands.
• "The learner has handed in a later attempt, so this decision can no longer be corrected." The later attempt is reviewed instead.
• "Only an assessor seated on this cohort can correct a decision on its work." Ask the cohort's assessor, or an owner or administrator to seat you as its assessor. For self-paced work on a programme with staff it names the programme instead.
• "That password did not match." Enter the password you use to sign in to Alethris.

When you approve a learner's work against a rubric that records which competencies the work proves, Alethris records competency evidence: proof that the learner reached a level in each competency the rubric's criteria map to. That evidence builds up on the learner's record, and an academy's credentials for assessed skills are built from it. A rubric marked out of a maximum records a score, not competencies, so approving work against one records no evidence.

What an approval records

For each criterion of the rubric, and each competency that criterion maps to, the approval records:

• the competency, and the level the learner reached: Introduced, Developing, Competent or Advanced;
• the level the criterion expects;
• how the work was judged, from How you judged it: an evidence review, a live observation, an oral interview or a practical demonstration;
• the assignment, the assessor's name and the date of the approval;
• whether the assessor taught the cohort, meaning they held a place on its staff as an instructor or mentor.

Only approvals record evidence. Asking for changes or rejecting work records none. If an approval is later corrected, the evidence it recorded stops counting.

See a learner's evidence

Open Learners, then the learner. The Competency evidence section lists each competency the learner holds verified evidence for, once, with its code, how many criteria and assessments stand behind it, who last approved it and when, and the level reached. "Nothing verified yet" means no approval has recorded evidence for this learner so far.

Owners, administrators and assessors can read competency evidence. Finance administrators, and instructors and mentors for learners in their cohorts, can open the learner's record, but their roles do not include the evidence, and the section reports that it could not be read.

How evidence reaches a credential

A programme can issue a credential for assessed skills, which is earned only through approved work. Such a credential cannot be issued to a learner with no approved competency evidence. Its verification page lists the competencies demonstrated, and an Assessment line tells the reader who judged the work: someone who taught the cohort, someone who did not, or a second assessor who confirmed the evidence.

Confirm the evidence as a second assessor

Before an assessed-skills credential is issued, an assessor who made no decision on any of the learner's work, whether approving, rejecting or asking for changes, can confirm the evidence behind it. The credential then says that a second assessor confirmed it, with their name and the date. Confirming is optional, and it needs the Assessor role. Staff other than owners and administrators open only the records of learners in cohorts, or self-paced programmes, they have a place on, so a second assessor needs a place on the learner's cohort or self-paced programme as an assessor. For a learner on a self-paced programme nobody is seated on, it falls to an owner or administrator who also holds the Assessor role.

1. Open Learners, then the learner.
2. In the Completion section, find the Credential panel. It reads "Eligible for" and the credential's title once the learner has met every requirement.
3. Choose Confirm the evidence….
4. Read the approved work listed in the dialog: each competency, its level, its assignment and who assessed it.
5. Optionally, add a Note. It is kept with the record for staff and never shown to the learner or to anyone checking the credential.
6. Choose Confirm the evidence.

The panel then reads "Confirmed by name, a second assessor, on date." The confirmation asks for no password.

A confirmation covers only the work approved before it. When more of the learner's work is approved later, or the confirmer later decides on any of it, the panel says the confirmation "no longer covers the latest approved work, so the credential will not mention it", and offers Confirm the evidence… again. A credential issued before someone confirms again carries no confirmation.

When confirmation is refused

• "You assessed some of this learner's work, so a different assessor must confirm it". A second assessor must have made no decision on any of the learner's work, including asking for changes or rejecting it. Ask another assessor.
• "Another assessor has already confirmed this evidence". A confirmation that covers all the approved work is already recorded.
• "There is no assessed evidence to confirm: this credential certifies completion only". The programme's credential certifies completion, which carries no competency evidence.
• "This eligibility has changed or its credential has been issued. Reload the learner's record". The credential was issued first, or the learner's completion changed. A credential that has been issued cannot gain a confirmation. An assessor's role cannot see issued credentials, so the panel goes on offering Confirm the evidence… after the credential has been issued, even after a reload.

When your academy has switched on its staff assistant, the assistant can draft a marking checklist for a review you hold: points to look for in the learner's work under each criterion of the rubric, and any points the brief sets beyond the rubric. It writes them from the assignment's brief and its rubric, without reading the learner's work, so it can say what to look for but never what the work shows.

The checklist is yours alone. It sets no level, writes no comment or feedback, and changes nothing in the review: every level, comment and decision is the one you record. The learner never sees it. Each checklist is paid for from the academy's AI credits.

Where the assistant appears

The Assistant card appears in the Decision panel of a submission while you hold the review. It needs three things:

• Your role. Owners, administrators, instructors, mentors and assessors can use the assistant.
• The academy's staff assistant. When the academy's assistants are switched off for staff, or the staff copilot's profile has not been published, the card does not appear at all.
• The task. If the Marking checklist task alone is switched off, the card says "The Marking checklist task is switched off." Owners and administrators see Open Assistant tasks beside it; anyone else is told that an Owner or Admin turns it on.

On an assignment with no rubric, the checklist is drawn from the brief alone.

Draft a checklist

1. Claim the review with Claim this review.
2. In the Assistant card, under Marking checklist, choose Draft a checklist. Beside the button, the card says about how many credits the task usually uses.
3. Wait while it reads the brief and the rubric. The card counts the criteria as it reaches them.
4. Read the checklist. Each criterion is listed by name with its points, and From the brief lists any points the brief sets beyond the rubric. A line above them says it was drafted from the brief and the rubric, without reading the work, with the credits it used.
5. Choose Close when you no longer need it.

Use it while you mark

Work through the points against the learner's work, then choose each criterion's level and write your comments and feedback yourself. The checklist does not survive leaving the page: draft it again if you need it later.

When drafting does not work

• "The academy has no AI credits left for this request." The academy's credits are used up. An owner or finance administrator buys more under Billing.
• "The assistant could not complete this checklist." Choose Try again.
• "The checklist came back in a form that cannot be shown." Choose Close, then draft it again if it helps.
• "The assignment's rubric could not be read." Reload the page before drafting.