PCF4 // In recent times the education world has seen the emergence of two efforts at using computers to evaluate the content of essays. The reason behind the emergence of these systems was the difficulty in managing the load of grading the essays and the tendency of the evaluators to shift the focus of assessment to multiple-choice questions. These systems generated a lot of enthusiasm as they not only save time but also provide consistency a computer can deliver. // Present communication tries to emphasize on the age-old concept of "marking schemes". It tries to build its arguments around two theories of learning. Firstly, structural learning theory which postulates that structural analysis is a methodology for identifying the rules to be learned for a given topic and breaking them down into their atomic components and secondly, script theory, which focused on the structure of knowledge and conceptual dependency theory. The key element of conceptual dependency theory is the idea that all the conceptualizations can be represented in terms of a small number of primitive acts performed. // Present paper attempts at building a system that will use the accuracy and consistency of a computer to achieve robust and unbiased student assessment. // Paper ID 273