arXiv:2606. 05180v1 Announce Type: cross Abstract: Automated scoring models are increasingly used to assign rubric-based quality ratings to complex language performances, including classroom transcripts, yet they typically provide little insight into why a particular score is produced.
arXiv:2606. 12422v1 Announce Type: cross Abstract: The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices.
CriticGen introduces a generation‑aware evaluation framework that generates sample‑specific evaluation dimensions and scoring criteria across categories such as subjective, objective, and self‑derived constraints. These dynamic rubrics produce a score, reason, executable refinement suggestion, and a refined answer, enabling models to diagnose and target flaws in their responses. Experiments show significant gains in rubric quality, score correlation, and actionable feedback, with 73.17% of answers improved and a 93.28% non‑degradation rate.
arXiv:2607. 19219v1 Announce Type: cross Abstract: Large language models (LLMs) have been widely applied to automated essay scoring (AES) and automated feedback generation (AFG).
arXiv:2606. 06546v1 Announce Type: new Abstract: Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know.
arXiv:2604. 07102v2 Announce Type: replace-cross Abstract: Activation-based steering enables inference-time personalization of large language models, but its effects in educational applications are not well understood.
Large language models (LLMs) have been widely applied to automated essay scoring (AES) and automated feedback generation (AFG). However, existing studies rely primarily on prompt engineering or supervised fine-tuning, while systematic research on reinforcement learning (RL) post-training and automated evaluation of feedback quality remains limited.
arXiv:2504.02323v5 Announce Type: replace Abstract: Large language models (LLMs) have created new opportunities to assist teachers and support student learning. While researchers have explored variou...
PADM'E is a method for synthesizing preference‑aligned data to meta‑evaluate language‑model (LM) evaluators of agentic behaviors. It reframes meta‑evaluation as a preference judgment problem, generating criterion‑based data with small LMs and no human involvement. In a prototype, PADM'E produced 1,000 samples across four domains and three criteria, and human validation showed agreement with human judgment rising from 73% to 85% compared to a naive baseline.
arXiv:2609.08797v2 Announce Type: replace-cross Abstract: The Potts model extends the Ising model to multinomial data. We introduce a Rater Ising-Potts model that uses agreement indicators between pa...
arXiv:2609.24650v1 Announce Type: new Abstract: Readability assessment is essential for tailoring texts to intended audiences across educational, healthcare, and information retrieval domains. Howeve...
The paper examines LLM-as-a-Judge systems used to assess AI-generated text, questioning the assumption that judgments are derived from reasoning over responses and rubrics. It finds that classifiers trained solely on rubric text can predict judge outputs, indicating that rubrics contain recoverable evaluative signals independent of the responses. Counterfactual experiments show judges often fail to adjust decisions when either the response or rubric criterion is reversed, raising doubts about the reliability of rubric-based LLM evaluation.
arXiv:2601.08654v3 Announce Type: replace Abstract: Rubric-based text evaluation increasingly relies on large language models (LLMs) as scalable judges, yet frozen black-box models can interpret the...