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:2608. 07523v1 Announce Type: cross Abstract: Difficulty differences across parallel-class programming examinations affect the fairness of course assessment.
Small language models can grade open‑ended exam answers as reliably as much larger models when they use an explicit rubric. In experiments with six cost‑efficient model configurations, the rubric decouples grading from judge intelligence, with answer identity explaining 95.6% of score variance and judge identity only 0.2%. Removing rubric criteria or the official answer collapses reliability and inflates scores, showing the rubric’s essential role.
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...
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:2609.13824v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used to evaluate the responses of other language models. This approach, known as LLM-as-a-Judge, is faste...
arXiv:2609.14284v1 Announce Type: new Abstract: Criterion-level grading connects examination performance to learning outcomes, but manual marking introduces workload and variation between markers. Th...
The paper introduces THPT‑Ladder, a benchmark based on Vietnam’s 2025 National High School Graduation Examination’s convex grading scheme, which rewards partial credit non‑additively. It shows that standard accuracy metrics inflate model scores because they treat partial knowledge proportionally, whereas the official rubric penalizes incomplete correct sets. Using the benchmark, the authors demonstrate that this discrepancy can shift a model’s percentile ranking by up to 13 points among over 480,000 candidates.
arXiv:2607. 20526v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly deployed in settings where fluent but incorrect answers can be costly.
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:2606. 10254v1 Announce Type: new Abstract: While Large Language Models (LLMs) have achieved near-perfect performance in \emph{solving} high-school mathematics, their ability to \emph{evaluate} the diverse reasoning processes of real human students remains under-examined.
arXiv:2608.21668v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used to simulate students at different mastery levels. These simulations can generate synthetic training...