arXiv:2608. 10154v1 Announce Type: cross Abstract: We present results from reconstructing multiple-choice model (MCM) and three-parameter logistic (3PL) model curves using a fine-tuned multimodal large language model (LLM) based on Qwen3.
arXiv:2601. 02580v2 Announce Type: replace-cross Abstract: Traditional methods for determining assessment item parameters, such as difficulty and discrimination, rely heavily on expensive field testing to collect student performance data for Item Response Theory (IRT) calibration.
arXiv:2603. 28026v2 Announce Type: replace Abstract: Multimodal multiple-choice question answering (MCQA) provides a standardized and objectively measurable setting for evaluating vision-language models (VLMs).
arXiv:2607. 25257v1 Announce Type: cross Abstract: Item Response Theory (IRT) has recently been proposed as a framework for evaluating large language model (LLM) benchmarks by separating a model's latent ability from the properties of individual benchmark items.
arXiv:2511. 21692v3 Announce Type: replace-cross Abstract: We investigate how well large language models (LLMs) generalize across different task difficulties, a key question for effective data curation and evaluation.
arXiv:2606. 26348v1 Announce Type: new Abstract: Multimodal large language models (MLLMs) can process diverse inputs, e.
Item discrimination is a fundamental psychometric property of educational assessment, which measures whether an item meaningfully distinguishes students with higher proficiency from students with lower proficiency. While various existing works have explored whether large language models (LLMs) can estimate item difficulty, it remains unclear whether they can capture item discrimination.
arXiv:2606. 04434v1 Announce Type: cross Abstract: Multimodal In-Context Learning (ICL) has emerged as a practical inference paradigm for Multimodal Large Language Models, where a small set of interleaved image-text In-Context Demonstrations (ICDs) conditions the model to solve new tasks.
arXiv:2603. 00056v2 Announce Type: replace-cross Abstract: STEM Mental models can play a critical role in assessing students' conceptual understanding of a topic.
arXiv:2507. 19634v4 Announce Type: replace-cross Abstract: Recent advances in large language models have laid the foundation for multimodal LLMs (MLLMs), which unify text, speech, and vision within a single framework.
arXiv:2606. 24770v1 Announce Type: cross Abstract: Educational platforms often predict student performance from prior interactions, but the assessment content itself also varies in linguistic and visual complexity.
arXiv:2607. 28634v1 Announce Type: cross Abstract: The estimation of item difficulty plays a key role in both formative assessment and large-scale high-stakes summative assessments.
Reliable confidence -- the probability that a model's own answer is correct -- is essential for the trustworthy deployment of language models. Existing work has largely evaluated confidence by how well it predicts correctness and whether it is calibrated, leaving open a more fundamental question: what does the confidence signal itself represent?