arXiv:2607. 01934v1 Announce Type: cross Abstract: This work introduces AIriskEval-edu-db2, a new dataset designed to train and evaluate auditors based on LLMs for an explainable pedagogical risk assessment in instructional content for grades K-12.
By Javier Irigoyen, Roberto Daza, Francisco Jurado, Julian Fierrez, Ruben Tolosana, Alvaro Ortigosa, Enrique Blas, Aythami Morales
arXiv:2607. 25634v1 Announce Type: new Abstract: We present AIriskEval-edu Demo, a platform that audits the pedagogical quality of instructional explanations and provides explainable audit results.
By Javier Irigoyen, Roberto Daza, Francisco Jurado, Julian Fierrez, Ruben Tolosana, Alvaro Ortigosa, Miguel Lopez-Duran, Aythami Morales
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.
By Ivo Bueno, Babette B\"uhler, Philipp Stark, Tim F\"utterer, Ulrich Trautwein, Dorottya Demszky, Heather Hill, Enkelejda Kasneci
arXiv:2607. 14315v1 Announce Type: cross Abstract: In this paper, we present a comprehensive framework for assessing the explainability of various XAI methods, such as LIME and SHAP, across multiple datasets and machine learning models, with the ultimate goal of creating a unified multidimensional explainability score.
By Georgios Makridis, Georgios Fatouros, Athanasios Kiourtis, Dimitrios Kotios, Vasileios Koukos, Dimosthenis Kyriazis, Jonh Soldatos
Large language models (LLMs) are increasingly used across diverse tasks in K-12 education, yet existing safety evaluations rarely examine how harmful or inappropriate content appears in interactions between LLMs and students or teachers. To address this, we present EduZone, an evaluation framework for LLM safety across diverse educational scenarios.
arXiv:2606. 18372v1 Announce Type: cross Abstract: Educational dialogue is a valuable but sensitive resource for research: the same transcripts that capture authentic learning often capture personally identifiable information (PII) entangled with curricular content, where "Riemann" may refer to a real student or to a mathematical concept.
By Haocheng Zhang, Zhuqian Zhou, Kirk Vanacore, Bakhtawar Ahtisham, Ren\'e F. Kizilcec