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:2606. 06546v1 Announce Type: new Abstract: Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know.
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. 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. 03952v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly used to provide conversational practice for English-as-a-second-language (ESL) learners.
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:2602. 07840v3 Announce Type: replace-cross Abstract: Evaluating relevance in large-scale search systems is fundamentally constrained by the governance gap between nuanced, resource-constrained human oversight and the high-throughput requirements of production systems.
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:2608. 09548v1 Announce Type: cross Abstract: Large language models are increasingly deployed in education as tutors, teaching assistants, and content generators.
arXiv:2509. 16780v3 Announce Type: replace-cross Abstract: Large language models (LLMs) show promise as educational aids but often lack alignment with specific course materials.
arXiv:2606. 15766v1 Announce Type: new Abstract: A central pedagogical value evaluated in AI tutor benchmarks is scaffolding: guiding students through graduated steps toward a solution.
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:2607. 05571v1 Announce Type: new Abstract: Large language models are increasingly explored as AI tutors, yet deploying them in K-12 settings raises concerns around privacy, cost, and reliance on proprietary models.