Help Centre

Go to your school's Writeiq URL (provided by your administrator). Click the role that matches you: Student, Staff, or Admin. Staff log in with their email prefix and 6-digit PIN. Students enter the class code from their teacher. Administrators use the admin PIN set during onboarding.

Ask your school's Writeiq administrator. They can view and regenerate your PIN from the Staff tab in the admin panel. If you're the administrator and have forgotten the admin PIN, use the recovery request button on the admin login screen or contact hello@edsthetic.com.au.

Students go to the same Writeiq URL, click Student, and enter the class code displayed on the Active Task panel (visible to staff). They type their first name, select their year level and class code, and begin writing. Last name is optional and only collected if the school requires it. No accounts, passwords, or email addresses are needed. If your school has enabled student PINs, students will also need their 4-digit PIN from their teacher.

Log in as Admin using your licence key. The onboarding wizard walks you through: setting your school name, uploading your logo, choosing your reporting framework, adding staff members, and creating your first writing task. The whole process takes about 10 minutes. If you'd like a guided onboarding session, contact hello@edsthetic.com.au to book a free 45-minute video call.

Writeiq works on Chrome 90+, Safari 15+, Edge 90+, and Firefox 90+ on any device: Chromebooks, Windows PCs, Macs, iPads, and Android tablets. No software installation or browser extensions are needed. For the best experience, use a device with a physical keyboard for writing tasks.

IWAF stands for Integrated Writing Assessment Framework. It is the criterion-referenced framework Writeiq uses to mark, give feedback on, and report student writing across six writing modes and nine curriculum frameworks. IWAF 3.0 is the current version (launched April 2026) with recalibrated band thresholds, a reorganised criterion structure, and expanded feedback content. It integrates three things most assessment tools treat separately: criterion-level descriptors, logic gates that catch scoring inconsistencies, and actionable feedback language for students, teachers, and leaders. Read the full IWAF 3.0 explainer →

Writeiq supports nine curriculum frameworks: Victorian Curriculum 2.0, Australian Curriculum 9.0, NESA (NSW), QCAA (QLD), WASCSA (WA/SA), IB Middle Years Programme, IB Primary Years Programme, VCE English (Y11-12), and UK National Curriculum (KS2-KS4). Each framework's outcome codes are mapped against IWAF criteria and band thresholds for Years 3-12. Use the Band & Framework Correlation reference to see which Writeiq band corresponds to which curriculum descriptor for a given year level — useful for staff orientation, reporting alignment, and parent communication. The reference is print-friendly and works across all nine frameworks.

Writeiq uses four achievement bands: Emerging (0-30%), Developing (31-55%), Consolidating (56-79%), and Extending (80%+). The 80% Extending threshold has strong research grounding in Bloom's mastery learning framework (1968), Rosenshine's Principles of Instruction (2012), and AERO's synthesis of evidence-based teaching. The 56% Consolidating threshold has moderate support in standards-referenced assessment literature (Popham; Sadler). The 31% Emerging-to-Developing boundary is currently a design decision we will validate through an ACER Body of Work standard-setting study in Term 3 2026. We say this honestly because overstating research support is how educational products lose credibility. See the full evidence breakdown →

Writeiq is currently purpose-built for English writing assessment. The IWAF 3.0 criterion set - covering narrative, persuasive, and analytical text-response conventions - is designed for the kind of writing students do in English classrooms. Subject-specific criterion sets for Humanities, Science and other faculties are planned for a future major update; we’d rather ship bespoke rubrics built with faculty leads than apply an English rubric to a science report. If you’re planning a whole-school English literacy programme, Writeiq is ready now.

Three substantive changes. First, band thresholds recalibrated from 40/60/80 to 31/56/80. The old thresholds let too many students sit in Developing when their writing showed clearer foundational gaps. Second, the criterion structure reorganised from dimension-keyed (sentence, paragraph, craft...) to criterion-keyed (CR-01 Audience and Purpose, CR-02 Text Structure, and so on). This makes the framework easier to reason about and easier to align to curriculum descriptors. Third, the feedback content library was rewritten against new authoring rules around positive framing, concrete next steps, and no self-diagnosis.

Logic gates are consistency rules the marker must pass before a score is returned. For example: if a student's writing has very little punctuation, a gate caps the Sentence Structure score because a reader cannot properly judge sentence structure without punctuation. If a student uses bullet points instead of continuous prose, a gate caps the Cohesion score because cohesion is assessed across prose. Gates do not add information; they catch the kinds of inconsistency that undermine trust in a score. Many gates surface a framing sentence to the student explaining why.

The four IWAF bands align with the three-tier Multi-Tiered System of Supports (MTSS) framework endorsed by AERO and the Australian Government. Extending and Consolidating (56%+) capture the ~80% of students supported successfully by Tier 1 core instruction. Developing (31–55%) captures the ~15% typically needing Tier 2 targeted small-group support. Emerging (0–30%) captures the ~1–5% needing Tier 3 intensive individualised intervention. This alignment is by design - the 80% threshold draws on the same mastery-learning research base (Bloom, Rosenshine, AERO) underpinning the MTSS tier distribution. Writeiq does not make tier placement decisions; it contributes writing-specific evidence to the school's broader intervention decision-making. See the full MTSS alignment →

Yes. The NCCD Portal explicitly lists "documentation of ongoing learning needs that have a limited response to targeted intervention over time" and "evidence of interventions provided over time, with monitoring of the effectiveness of the intervention" as valid evidence categories. Writeiq produces exactly this kind of evidence: dated, criterion-level writing assessments showing how a student's writing responds to instruction and intervention over time. Teacher score adjustments are logged with reason text, capturing NCCD-relevant accommodations (reader, extra time, assistive tech) alongside the student's work. What Writeiq does not do: diagnose disability, determine NCCD category, or set level of adjustment - those are always the work of teachers, learning support staff, and specialist assessors using multiple evidence sources. For broader NCCD allocation and 3-sheet acquittal export, see Allocateiq.

Yes. We have planned an ACER Body of Work standard-setting study for Term 3 2026 - the standard Australian method for validating criterion-referenced assessment thresholds empirically. We will publish the results, including any threshold adjustments the study recommends. We also welcome independent review from universities, research centres, and state education departments. Contact hello@edsthetic.com.au if you're in a position to help.

Open the submission, click Adjust next to any criterion score, and change it. You will be prompted to confirm the change, enter the revised score, and add a reason. The original Writeiq score is retained with a strikethrough; your adjustment is flagged; the reason is logged. This is the moderation pathway: Writeiq is designed to give you a defensible starting point, not a final ruling.

The VCE Text Library is a free reference covering all 47 texts on the VCAA English text list for 2026 and 2027 — 27 List 1 set texts (novels, plays, poetry, short stories, films, multimodal works, non-fiction) and 20 List 2 mentor texts grouped under four frameworks (country, protest, personal journeys, play). Each card shows publishing details plus teaching notes you can use this term: themes, authorial intent, critical context, mentor craft notes, sample prompts, and the IWAF criteria each text is best suited to teach. Browse it at /pages/library-texts.html. No login required.

Three main uses. First, as a fast reference when planning a unit on a specific text — themes and authorial intent give you the conceptual lens, mentor craft notes give you craft moves to teach, sample prompts give you starting essay or creative-response prompts. Second, as a moderation aid — the IWAF criteria emphasised list shows which criteria each text is best suited to teach, so you can plan assessments that align with the text's strengths. Third, inside Writeiq itself: when you generate a Year 11 or 12 lesson, you can pick a text from the library and the lesson is automatically grounded in that work.

In the Writeiq lesson generator, set the year level to 11 or 12 and pick a writing type. A VCE text dropdown appears next to the standard parameters. Choose any text from the library — the lesson generator then produces I Do, We Do, You Do material, CFU questions, and exit-ticket prompts that reference the text by name and ground the work in its themes and craft. For List 1 set texts the lesson is essay-anchored (Section A style); for List 2 mentor texts the lesson is creative-response-anchored (Section B style) under the chosen framework.

After a piece is marked, the result modal shows a highlighted view of the student's writing with coloured pills for every criterion that was scored. Click a pill — the words in the student's piece that earned that criterion's score are highlighted in the transcript, with the marker's note alongside. Voice, structure, ideas, vocabulary, cohesion, sentence craft — every criterion has evidence, not just spelling and punctuation. The April 2026 marker upgrade made this comprehensive: previously some criteria showed only summary notes without quotable evidence.

The current pedagogical content (themes, authorial intent, mentor craft notes, sample prompts) is draft pedagogy prepared as a starting point and clearly flagged as such — each card shows "Draft content (under expert review)" in its footer. The Edsthetic curriculum team is working through the texts with subject-specialist review; as a card moves through that review the status flag updates accordingly. You can use the draft content as a starting point for your own planning; treat it as draft, not as a definitive curriculum guide.

What it is. Ranking is a benchmarking mode you can apply to a task when you set it up. Instead of (or alongside) a band label like Consolidating or Extending, each student gets a position in their year-level cohort. Cumulative rank updates across all rank-weighted tasks for the year, weighted by the % you assign to each task.

When to use it. Year 12 SAC tasks contributing to internal assessment, and Year 11 SAT prep where rank order is meaningful. Do not use for Years 3–10 — use bands instead.

How to turn it on. When setting a task, choose the "VCE / Year 11-12 ranking" option in the Benchmarking & Ranking section. A confirmation modal pops up explaining the implications and asks you to tick a confirmation. The form then asks for a weight — for example, a SAC worth 25% of the year's IA gets weight=25.

How students see it. Students see their own rank position on their dashboard for a rank-weighted task once scores release. They never see other students' positions or names.

How staff see it. Staff see the rank board for their own classes from the Marking dashboard. Each rank-weighted task is flagged. Staff can drill into a student's row to see how their rank composed across multiple tasks.

How leadership/admin see it. From the Year Level tab in Leadership view, click "Open cohort rank board" for Year 11 or 12. The board shows every student in the cohort with their cumulative rank, the contribution from each weighted task, and band tone for each task. From Admin → Tasks, the Tasks list shows weighted tasks with a Weight column (e.g. "25%") and a green "weighted (VCE)" pill. The total count of weighted tasks is in the section header.

How the cumulative rank is computed. For each rank-weighted task, the student's rank percentile (where 1 = top) × the task's weight gives that task's contribution. Sum across all rank-weighted tasks gives the cumulative score; cumulative score sorted ascending gives the year rank. As you mark more tasks, ranks update. Tasks marked outside the IWAF rubric, formative tasks, and tasks marked benchmarking=none don't contribute.

In the Set Task form, the Year Levels field is a multi-select dropdown. Hold Ctrl (Windows) or Cmd (Mac) and click each year you want. The task activates for everyone you select, and the rank board (if you've enabled ranking) groups by the year levels you chose.

Typically 20-30 seconds per submission. Students see a provisional result (word count, sentence structure, punctuation) instantly while the full criterion-level analysis processes. During peak times with many students submitting simultaneously, the analysis may take up to 2 minutes. If the analysis doesn't complete, the submission is saved and can be retried from the dashboard.

Teach Next identifies the criterion where your class will benefit most from targeted instruction right now. It's calculated automatically from your class's submission data: the criterion with the lowest average percentage score is the highest priority. Click "Generate Lesson Plan" to get a GRR-structured lesson (I Do, We Do, You Do) for that criterion, ready to teach.

Bands indicate overall performance relative to maximum score. Emerging (red, 0-30%): needs significant support. Developing (amber, 31-55%): building skills, focus teaching here. Consolidating (blue, 56-79%): meeting expectations. Extending (green, 80-100%): strong control. These map to curriculum achievement standards for the student's year level. For the research evidence behind these thresholds, see the IWAF 3.0 explainer.

This means marking didn't complete, usually due to a network interruption during submission. Click the retry button (↻) on that row. If it fails again, check your internet connection. The student's writing is saved - no work is lost. If the problem persists, contact your administrator to check the connection in Admin → Settings.

Click the Export button on the teacher dashboard toolbar. You can export as CSV (opens in Excel or Google Sheets) with all student names, scores, criterion breakdowns, and feedback summaries. You can also print individual student reports or family reports from the submission view.

Practice Mode lets students get full criterion-level feedback on a piece of writing without it counting toward your class data. It's ideal for formative practice, revision exercises, or letting students experiment. Students access it from the student screen when a task is active. Results are shown to the student only and are not saved to the teacher dashboard.

Yes. Writeiq Vision lets you photograph or upload handwritten student work (JPG, PNG, or PDF). The writing is transcribed and assessed against the same framework as typed submissions. Results appear on your dashboard alongside typed work. Vision is included in Growth and Large plans, or available as an add-on for Small and Standard plans.

The leadership view shows: band distribution across all classes and year levels, criterion-level analysis (which criteria are strongest/weakest school-wide), a Needs Attention panel flagging students who are Emerging across 2+ tasks, teaching cycle tracking (which priorities teachers have taught), cross-class comparison, and year-on-year growth tracking. You can filter by teacher, class, year level, writing type, and task.

Yes. Writeiq's criterion-level scores provide dated, consistent, documented evidence of student writing performance. Combined with the Moderation Protocol, this supports NCCD adjustment applications at QDTP and supplementary levels. The data is exportable in CSV format and can be included in NCCD evidence portfolios. See our NCCD Compliance page for details.

Go to Admin → Settings and check your Reporting Framework selection. Tick only the frameworks your school uses (e.g., VC2.0 for Victorian schools). Save the configuration. The dashboard, Teach Next, and leadership analytics will update to show only the selected framework codes. If you use multiple frameworks (e.g., VC2 and IB MYP), you can select more than one.

Whitelist these domains on HTTPS (port 443): edsthetic.com.au, *.supabase.co, fonts.googleapis.com, fonts.gstatic.com, cdn.jsdelivr.net. WebSocket connections (wss://) to *.supabase.co are also needed. Download the full Firewall and Network Guide for details including bandwidth requirements and device compatibility.

All school data is stored in Supabase hosted on AWS in Sydney (ap-southeast-2). Data does not leave Australian infrastructure for storage. Data is encrypted at rest (AES-256) and in transit (TLS 1.2+). Staff PINs are hashed with PBKDF2-SHA-256 using a unique random salt per account (600,000 iterations); verification happens server-side and stored hashes are never returned to the browser. See our Security page and Data Processing Agreement for full details.

Yes. Writeiq supports single sign-on with Google Workspace and Microsoft 365 via OAuth. Staff can log in with their school Google or Microsoft account without needing a separate PIN. Contact hello@edsthetic.com.au to enable SSO for your school.

Writeiq is priced per school per year based on enrolment: Small (up to 300 students) $3,600/yr, Standard (301-600) $5,400/yr, Growth (601-1,200) $8,400/yr, Large (1,200+) from $12,000/yr. All prices exclude GST. Every tier includes unlimited marking, all writing types, lesson plans, and leadership analytics. No per-student, per-teacher, or per-submission charges. Pilot is free.

You can export all your school data at any time using the built-in CSV and JSON export tools. After your licence expires, your data is retained for 90 days. During that period, you can request a full data export by emailing hello@edsthetic.com.au. After 90 days, all school data is permanently deleted.

Every piece of student writing is scanned for welfare concerns before results are shown to anyone. If the system detects language indicating self-harm, abuse, bullying, or other welfare issues, it flags the submission and notifies the teacher immediately. The student does not see their results until the teacher has reviewed the flag.

Yes. Open the student detail modal, click the criterion score, enter the new value, and provide a reason. The override is logged with the teacher's name, the original score, and the reason. Admin and leadership are notified. Feedback, band, and lesson plans update to reflect the adjusted score.

Yes. Set up a writing task when new students arrive. Writeiq gives you a criterion-level baseline for every student before they write their first piece for you. Run Writeiq again later in the term to measure growth from that baseline.

Two types. The Family Report shows a single assessment with band, scores by criterion, feedback for every criterion, and what to work on next. The Student Portfolio shows all assessments for one student across the year with a growth timeline, consistent strengths, and focus areas. Both print to one page. Teachers can add a personal comment before printing.

Yes. Teachers can use the Compare Classes tab in the staff view to see their own classes side by side. Leadership can use the Cross-class comparison tab to see every class against the cohort. Useful for moderation: if one class scores consistently higher on a criterion, you can check whether marking is calibrated or whether that teaching approach is worth sharing.

From the marking queue, click the peer-mod icon on the row of any marked submission. Pick a year-level peer from the eligible list, optionally add a focus note, and send. The peer sees the request as a badge on their Moderation tab on next login (or immediately if they're already signed in). They mark blind - your scores are hidden from them - so the comparison is genuine. Use it for borderline scores, calibration before parent-teacher conferences, or whenever you want a colleague's read.

Teachers can propose a task via the Request task button on the leadership ContextBar - name, year levels, prompt, duration, optional benchmarking mode. The proposal lands in the admin Tasks tab as Pending and an amber banner appears on Admin Overview with a Review now button. Admins can Approve (the task goes live for everyone in the named year levels) or Reject (with an optional reason that's surfaced back to the proposing teacher). Tasks created directly by an admin skip the pending step.

The Share button in the leadership ContextBar opens a QR code that encodes the current filtered URL. Scan it with a phone camera to open the same view on another device - useful for team meetings, walking around a classroom, or showing a colleague. Each viewer still needs their own login and PIN; the QR doesn't bypass authentication. The modal dismisses automatically when you switch tabs.

All documents: Pilot welcome pack · Writeiq one-pager · Allocateiq one-pager · Pricing sheet · Teacher guide · Student instructions · Research basis · Firewall guide · Moderation protocol · NLLP crosswalk · Service level agreement · Case study template · Data Processing Agreement