arXiv:2608.22346v1 Announce Type: cross Abstract: This data article describes a multimodal collection of scanned examination answers paired with expert-designed Outcome-Based Education (OBE) grading...
arXiv:2606. 11477v1 Announce Type: cross Abstract: Correcting handwritten exams by hand is time-consuming and error-prone, particularly for large cohorts, while fully digital exams tend to force a didactic narrowing towards closed question formats.
arXiv:2609.13288v1 Announce Type: new Abstract: Video-language models can answer multiple-choice questions with high confidence yet be wrong. We study whether answer-level reliability scores can be i...
arXiv:2607. 01247v1 Announce Type: cross Abstract: Open-ended mathematics exams are valuable because they assess reasoning, proof construction, algorithmic thinking, and communication of intermediate steps.
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.
arXiv:2607. 02432v1 Announce Type: new Abstract: Scalable and reliable grading of command-line examinations remains a challenge in computing education, where rising enrolments make manual marking difficult and rule-based autograders cannot handle partial credit, equivalent solutions, or syntactic variation.
arXiv:2608. 07523v1 Announce Type: cross Abstract: Difficulty differences across parallel-class programming examinations affect the fairness of course 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.
arXiv:2608.29517v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used as essay graders in learning analytics, evaluated almost exclusively with agreement statistics. Educ...
arXiv:2606. 24839v1 Announce Type: new Abstract: Agentic data analysis systems produce rich outputs, including code, numerical results, and verbal diagnostics.
arXiv:2606. 24973v1 Announce Type: cross Abstract: We introduce a dataset of 32,534 double-marked real student responses to GCSE mock exams (GCSEs are the UK's national exams, taken at age ~16), spanning 328 questions across five subjects and including handwritten work.
arXiv:2609.09184v1 Announce Type: new Abstract: Vision-language model (VLM) confidence may change in aggregate when visual evidence is degraded while remaining structurally inconsistent within indivi...