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. 06481v1 Announce Type: cross Abstract: As AI writing assistants become increasingly integrated into real-world drafting and revision workflows, many documents are no longer purely human-written or AI-generated, but instead result from progressive human-AI co-editing.
The paper introduces VOLM, a framework that quantifies how much original value a human adds to a document beyond what a language model could generate from a task description alone. Unlike existing tools that focus on stylistic detection, VOLM extracts content at varying granularities, reconstructs it with an LLM, and compares these reconstructions to those derived from the task description. Evaluations across news articles, ICLR peer reviews, and argumentative essays show that VOLM can distinguish human-authored texts from LLM-generated ones while remaining robust to content-preserving transformations.
Distinguishing machine-generated text (MGT) from human-written text (HWT) becomes increasingly important due to potential misuse. However, most supervised detectors often degrade out-of-domain (OOD) a...
arXiv:2607. 11276v1 Announce Type: cross Abstract: Ensuring the quality of educational materials requires more than standard proofreading: textbooks must be audited for factual accuracy, domain-specific technical correctness, and linguistic quality simultaneously -- a task that general-purpose grammar checkers cannot address.
arXiv:2608. 03859v1 Announce Type: cross Abstract: Large language models (LLMs) pose challenges to academic integrity and peer review.
arXiv:2606. 10327v1 Announce Type: cross Abstract: Automated Essay Scoring (AES) systems must judge interdependent discourse elements (e.
arXiv:2608. 05741v1 Announce Type: cross Abstract: Large language models (LLMs) can generate fluent and convincing text at scale, creating growing risks for misinformation dissemination, educational misuse, and platform governance.
arXiv:2605. 16336v2 Announce Type: replace-cross Abstract: Large language models (LLMs) have made fluent essay writing, code drafting, and quiz answering instantly available to students at every level, from secondary school through graduate study.
arXiv:2607. 21458v1 Announce Type: new Abstract: The rise of human-AI collaborative writing has created a growing need for fine-grained detection methods that support localizing likely LLM-generated content in mixed-authorship documents.
Exposía is the first public dataset linking academic writing and feedback in higher education, comprising student research project proposals, peer and instructor comments, and free-text reviews collected from a Computer Science course. It includes human assessment scores based on a fine‑grained, pedagogically‑grounded schema for both writing and feedback. The dataset is used to benchmark large language models on automated scoring of proposals and student reviews, revealing that different LLMs excel at each task and that closed‑source models outperform open‑weight ones, while a multi‑aspect prompting strategy proves most effective for classroom deployment.
arXiv:2606. 04928v1 Announce Type: new Abstract: Large Language Models (LLMs) are increasingly deployed across diverse applications, raising critical questions for governance, accountability, and data provenance.
arXiv:2607. 15829v1 Announce Type: cross Abstract: Automated essay scoring (AES) enables scalable assessment and timely feedback but remains challenged by transformer input-length limitations, which can cause information loss when processing long essays.