The paper introduces AICG, a two‑branch framework that enhances automated short answer grading by combining RoBERTa‑based answer scoring with a cognitive supervision branch that predicts skill mastery using a Q‑matrix and G‑DINA model. It also incorporates a generative‑AI detector to weight responses based on the likelihood of AI assistance, thereby reducing bias. Experiments on over 49,000 instructor‑graded responses show that AICG cuts mean absolute error by 50.3% and raises quadratic weighted kappa from 0.798 to 0.927 compared to baseline RoBERTa regression.
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.
SkillEval introduces a new evaluation framework for large language models that moves beyond single scalar scores to perform cross-model, skill-level analysis. It automatically discovers interpretable skills from benchmark questions using LLM meta‑cognition and applies cognitive diagnosis models to estimate per‑skill abilities. Experiments on 3,811 LLMs across five benchmarks show that SkillEval yields more calibrated, informative model profiles, enabling tasks such as efficient LLM routing and adaptive testing.
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:2607. 19219v1 Announce Type: cross Abstract: Large language models (LLMs) have been widely applied to automated essay scoring (AES) and automated feedback generation (AFG).
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 responses each, the study validates that AI-generated scores align moderately to highly with human raters across multiple rubric dimensions. The framework also identifies when human review is most needed, allowing more efficient allocation of expert effort while maintaining assessment quality.
Large language models (LLMs) have been widely applied to automated essay scoring (AES) and automated feedback generation (AFG). However, existing studies rely primarily on prompt engineering or supervised fine-tuning, while systematic research on reinforcement learning (RL) post-training and automated evaluation of feedback quality remains limited.
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: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. 24839v1 Announce Type: new Abstract: Agentic data analysis systems produce rich outputs, including code, numerical results, and verbal diagnostics.
Chain-of-thought (CoT) supervision exposes intermediate rationales, but flat rationale targets usually optimize a single reasoning sequence and provide limited supervision on how local conclusions should support later decisions. We introduce Dependency-Aware Intermediate QA Supervision (DAIS), a training-time framework that converts filtered teacher rationales into stage-level QA records.
arXiv:2609.28470v1 Announce Type: new Abstract: Artificial intelligence offers an unprecedented opportunity to augment human capabilities, yet progress at the frontier has focused primarily on advanc...
arXiv:2608. 12351v1 Announce Type: cross Abstract: Generative artificial intelligence (GenAI) has challenged the validity of unsupervised online assessment, especially in technical subjects where plausible answers can be produced with little effort.