arXiv:2608. 15630v1 Announce Type: cross Abstract: The rapid development and growing deployment of large language models (LLMs) have made it increasingly important to understand their capabilities.
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:2601. 02580v2 Announce Type: replace-cross Abstract: Traditional methods for determining assessment item parameters, such as difficulty and discrimination, rely heavily on expensive field testing to collect student performance data for Item Response Theory (IRT) calibration.
arXiv:2606. 20205v1 Announce Type: new Abstract: Psychological instruments designed for humans are increasingly used to assign large language models (LLMs) stable psychological profiles that affect their usability, safety assessment, and use as proxies for human participants in research.
arXiv:2607. 26317v1 Announce Type: cross Abstract: Psychometric calibration for educational tests typically requires costly human response data.
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:2604. 07102v2 Announce Type: replace-cross Abstract: Activation-based steering enables inference-time personalization of large language models, but its effects in educational applications are not well understood.
arXiv:2606. 05983v1 Announce Type: new Abstract: Generative AI makes answers easy and understanding hard, and uncritical use invites cognitive offloading.
arXiv:2512. 07019v3 Announce Type: replace-cross Abstract: The proliferation of Large Language Models (LLMs) necessitates valid evaluation methods to provide guidance for both downstream applications and actionable future improvements.
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. 14606v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used as synthetic survey respondents, but existing evaluations ask whether answers look plausible at the individual level.
arXiv:2606. 06804v1 Announce Type: new Abstract: Digital learning environments record learners' responses to individual items, making it possible to study the development of specific skills rather than overall scores.
arXiv:2606. 28186v1 Announce Type: cross Abstract: Predicting human item difficulty is central to educational assessment, where reliable estimates support fairness and effective test construction.