The paper presents a rubric‑based assessment pipeline that uses lightweight language models and a vision‑language model to evaluate student reports in cybersecurity education. It demonstrates that small models can achieve up to 97% accuracy on text‑only assessments and 94% on rich‑text assessments across various low‑resource hardware setups. The solution is open‑source, locally deployable, and designed to reduce instructor workload while addressing privacy and cost concerns.
arXiv:2606. 03090v1 Announce Type: cross Abstract: The emergence of large language models (LLMs) has significantly accelerated recent research on LLM-based automatic grading (AG) systems.
The article discusses how machine learning exercises can be designed for automated assessment tools, framing them as deterministic input-output tasks. It emphasizes that this approach does not create a new grading system but enables existing platforms (e.g., VPL for Moodle, Codeforces, MOJ) to support AI education more effectively. The authors argue that integrating theory with practice through such exercises can foster dynamic, interactive AI courses.
arXiv:2606. 30655v1 Announce Type: cross Abstract: AI-native course assessments in senior computer science courses and related fields should grade students by \emph{AI-resilient skill}: the ability to achieve outcomes beyond a strong AI baseline.
arXiv:2607. 05571v1 Announce Type: new Abstract: Large language models are increasingly explored as AI tutors, yet deploying them in K-12 settings raises concerns around privacy, cost, and reliance on proprietary models.
arXiv:2606. 18372v1 Announce Type: cross Abstract: Educational dialogue is a valuable but sensitive resource for research: the same transcripts that capture authentic learning often capture personally identifiable information (PII) entangled with curricular content, where "Riemann" may refer to a real student or to a mathematical concept.
arXiv:2606. 00015v1 Announce Type: cross Abstract: Operating Systems (OS) courses are among the most challenging in computer science education due to the complexity of internal structures and the diversity of running environments.
The paper "Limits of LLM Text Detectors in Education" argues that existing LLM‑generated text detectors assume a binary human/LLM distinction, which fails to capture realistic student‑AI collaboration. It introduces a contribution‑aware evaluation framework with eight student contribution levels and presents GEDE, a benchmark of over 900 human‑written and 12,500 generated essays across 886 tasks. Using GEDE, the authors evaluate four detection methods and find that most detectors perform poorly on intermediate contribution levels, especially LLM‑assisted revisions, raising concerns about false accusations.
arXiv:2606. 17507v1 Announce Type: new Abstract: Generative AI and large language models (LLMs) are increasingly applied to question generation and automated assessment.
The paper introduces a human‑in‑the‑loop framework for AI‑assisted scoring of short written responses in a large‑scale national assessment. Using data from two recent test editions with about 5,000 student responses each, the authors validate that AI‑generated scores align moderately to highly with human raters across multiple rubric dimensions. The framework includes a correction workflow that flags cases needing human review, thereby reducing manual workload while maintaining assessment quality.
The paper introduces a Teacher-Student framework that uses a large language model (LLM) to generate weak labels for unlabeled cybersecurity tweets, enabling the training of domain‑specific pre‑trained language models (PLMs) without extensive manual annotation. Experiments demonstrate that PLMs trained solely on these LLM‑generated labels achieve F1 scores above 0.92, within 3 percentage points of fully human‑supervised models across all evaluated architectures. This approach offers a practical alternative for creating cybersecurity‑specific training data when expert annotation resources are scarce.
arXiv:2606. 07544v1 Announce Type: cross Abstract: Middle school is a key window for building core academic skills and the learning routines students carry into later grades, yet many students still fall behind because help is often limited and comes too late, after they have already been stuck for a while.
The paper introduces CourseChat, an on‑premises, multi‑course retrieval‑augmented generation (RAG) tutor designed for undergraduate business education. It runs behind a campus web gateway, with each of six courses identified by a unique course reference number (CRN) sharing dual AI hosts that provide a FastAPI service, a local vector database, and a local large language model (LLM) served by Ollama. The authors evaluate different model sizes, noting that larger models failed speed requirements while a 12B and 7B model met the classroom speed gate; a mixture‑of‑experts variant improved some corrections but introduced new errors, leading them to retain an 8B model for production pending further improvement. The study highlights that model selection, evidence sourcing, serving compatibility, and product design must be considered together, though it does not demonstrate learning gains and calls for separate evaluation of faculty ratings, peak‑load capacity, and public‑gateway acceptance.