arXiv:2606. 17507v1 Announce Type: new Abstract: Generative AI and large language models (LLMs) are increasingly applied to question generation and automated assessment.
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: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. 08400v1 Announce Type: cross Abstract: Graduate-level research reading report assessment creates a substantial labor burden for educators.
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:2606. 24973v1 Announce Type: cross Abstract: We introduce a dataset of 32,534 double-marked real student responses to GCSE mock exams (GCSEs are the UK's national exams, taken at age ~16), spanning 328 questions across five subjects and including handwritten work.
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.
arXiv:2606. 18976v1 Announce Type: cross Abstract: Automated assessment in software engineering education has advanced significantly for code grading and essay scoring.
arXiv:2606. 27226v1 Announce Type: new Abstract: Evaluating LLM outputs remains a major bottleneck in NLP: human evaluation is expensive and slow, lexical metrics correlate poorly with human judgments on open-ended generation, and holistic LLM judges often produce opaque scores that are hard to debug.
arXiv:2606. 08855v1 Announce Type: new Abstract: This paper examines the limitations of fully digital and partially digital e-assessment approaches in summative examinations in higher education.
arXiv:2606. 24839v1 Announce Type: new Abstract: Agentic data analysis systems produce rich outputs, including code, numerical results, and verbal diagnostics.
Evaluating LLM outputs remains a major bottleneck in NLP: human evaluation is expensive and slow, lexical metrics correlate poorly with human judgments on open-ended generation, and holistic LLM judges often produce opaque scores that are hard to debug. We propose BINEVAL, a framework that decomposes evaluation criteria into atomic binary questions and aggregates the resulting verdicts into interpretable, multi-dimensional scores.
arXiv:2606. 12767v1 Announce Type: new Abstract: Evaluating procedural reasoning in AI-supported learning systems requires question-answer datasets that are both learner-like and grounded in the instructional knowledge the system is expected to use.