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. 12422v1 Announce Type: cross Abstract: The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices.
EduDial is a large-scale multi-turn teacher‑student dialogue corpus covering 345 core knowledge points and 34,250 dialogue sessions, designed around Bloom’s taxonomy and ten questioning strategies such as situational, ZPD, and metacognitive questioning. The dataset includes differentiated teaching strategies for students at varying cognitive levels to provide targeted guidance. Using EduDial, the authors trained EduDial‑LLM 32B and introduced an 11‑dimensional evaluation framework that measures teaching quality and content quality, showing that most mainstream LLMs struggle with student‑centered teaching while EduDial‑LLM outperforms all baselines across all metrics.
arXiv:2606.16206v2 Announce Type: replace Abstract: Large language models are increasingly proposed as educational tutors, yet stronger task-solving ability does not necessarily imply stronger learni...
arXiv:2606. 16206v1 Announce Type: new Abstract: Large language models are increasingly proposed as educational tutors, yet stronger task-solving ability does not necessarily imply stronger learning support.
arXiv:2608. 03206v1 Announce Type: cross Abstract: Large language models (LLMs) power educational applications from tutoring to essay scoring, but each is a point solution to a single task, and only recently have these point solutions been integrated into agents operating over a learning management system (LMS).
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:2601.08654v3 Announce Type: replace Abstract: Rubric-based text evaluation increasingly relies on large language models (LLMs) as scalable judges, yet frozen black-box models can interpret the...
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:2509.05346v3 Announce Type: replace Abstract: While large language models (LLMs) are increasingly being adopted to support personalized learning, there remains limited understanding of how thei...
arXiv:2602. 20629v3 Announce Type: replace Abstract: As Large Language Models (LLMs) saturate elementary benchmarks, the research frontier has shifted from generation to the reliability of automated evaluation.
The paper evaluates Large Language Models for automatically analyzing responses in digital teacher simulations. Experiments compare DeBERTaV3 and Llama 3 across zero‑shot, few‑shot, and fine‑tuning settings, revealing that performance varies by characteristic and that Llama 3 consistently outperforms DeBERTaV3, especially when new characteristics must be identified. The findings suggest Llama 3 is preferable for dynamic simulation environments where teacher educators introduce new evaluation criteria.