arXiv:2607. 26317v1 Announce Type: cross Abstract: Psychometric calibration for educational tests typically requires costly human response data.
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arXiv:2607. 26067v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used for estimating item difficulty in educational assessment.
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. 09843v3 Announce Type: replace-cross Abstract: Large language models (LLMs) give stable answers to personality questionnaires, yet these self-reports fail to predict how the models behave.
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. 09843v1 Announce Type: cross Abstract: Large language models (LLMs) produce stable self-reports on personality inventories, but these self-reports do not predict observed behavior.
arXiv:2607. 24999v1 Announce Type: cross Abstract: LLM cognitive scores are increasingly summarized as per-ability profiles whose dimensions should converge across tasks, respond selectively to matched interventions, and generalize beyond the models used to define them.