A model answer
The answer that earns full marks, written for that exact question and the lines it points to.
ThinkOtter marks each open-ended answer by comparing your child's response with a model answer, the evidence the answer needs, a list of accepted paraphrases, the required answer format, and the marking rules for that question type. It is automated practice marking modelled on PSLE Paper 2 style logic, not an official PSLE grade. ThinkOtter is a web-based AI English comprehension tutor for Singapore P5 and P6 students preparing for PSLE Paper 2.
Each question carries its own marking plan. Your child's answer is checked against all five.
The answer that earns full marks, written for that exact question and the lines it points to.
The words or detail from the passage the answer must rest on, so a guess without support does not pass.
A list of correct answers in different words, so your child can answer in their own words and still be right.
What the question asks for, such as one word, a phrase, a full sentence, or two separate points.
How many marks the question is worth and what earns each one, just like a PSLE mark scheme.
Each of the question types has its own marking logic, applied on top of the checks above.
Take a Yes/No question that asks for evidence from the passage.
Question. Was the character curious about the objects in the box? Provide evidence from the passage.
Yes. She leaned in, curious about each one in turn.
2 marks: 1 mark for the correct Yes or No, and 1 mark for one piece of evidence taken from the right part of the passage.
Answers in the child's own words, for example: "Yes. The passage says she leaned in and was curious about each object."
So a child who writes only "Yes" earns 1 mark, and the tutor guides them to add the evidence for the second. The same logic that a PSLE marker uses, applied to practice.
Automated marking is a strong practice tool. Here is what it is not.
Start free and watch ThinkOtter guide your child to a full-mark answer, then show you exactly how it was scored.
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