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.
arXiv:2608. 17938v1 Announce Type: cross Abstract: Small language models can grade open-ended examination answers as reliably as substantially more expensive models when they grade against an explicit rubric.
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: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:2606. 03144v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used as self-study assistants in technical disciplines, yet their reliability as mathematical reasoning assistants remains poorly understood.
arXiv:2607. 26317v1 Announce Type: cross Abstract: Psychometric calibration for educational tests typically requires costly human response data.
arXiv:2606. 05180v1 Announce Type: cross Abstract: Automated scoring models are increasingly used to assign rubric-based quality ratings to complex language performances, including classroom transcripts, yet they typically provide little insight into why a particular score is produced.
arXiv:2607. 26067v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used for estimating item difficulty in educational assessment.
arXiv:2607. 26102v1 Announce Type: cross Abstract: Mathematical chain of thought (CoT) evaluation is commonly reduced to whether the final answer matches a reference.