arXiv:2606. 10327v1 Announce Type: cross Abstract: Automated Essay Scoring (AES) systems must judge interdependent discourse elements (e.
By Ali Keramati, Mark Warschauer
The study examines how the geometric placement of synthetic data affects discourse-pragmatic function classification. Using 410 annotated instances of the word "look" and synthetic examples generated by Llama 3.1, the authors partitioned the synthetic data by cosine distance in RoBERTa space and compared six training conditions. While all augmentation conditions improved macro‑F and accuracy over a real‑only baseline, the nearest synthetic examples (NEAR) yielded the largest macro‑F gain (0.113) and a distance‑balanced mix achieved the highest accuracy (0.748), though none improved AUC.
The study examines how the geometric placement of synthetic data affects discourse‑pragmatic function classification. Using 410 annotated instances of the word "look" from the British National Corpus, synthetic examples were generated with Llama 3.1 and grouped by cosine distance from real data in RoBERTa space. Six training conditions were compared, showing that examples close to real data (NEAR) yield the largest macro‑F gain, while a distance‑balanced mix gives the highest accuracy, yet none improve AUC.
By Sara Sorahi, Kevin Tang, Reza Kazemian
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.
By Shouang Wei, Min Zhang, Xin Lin, Bo Jiang, Zhongxiang Dai, Kun Kuang
arXiv:2606. 28186v1 Announce Type: cross Abstract: Predicting human item difficulty is central to educational assessment, where reliable estimates support fairness and effective test construction.
By Chenguang Wang, Ming Li, Xinyue Zeng, Zhuochun Li, Hong Jiao, Tianyi Zhou, Dawei Zhou
The paper introduces CROP, a method for selective on‑policy distillation that prioritizes token‑level supervision based on task relevance. CROP uses paraphrase‑calibrated counterfactual sensitivity to measure how much each response token depends on the semantic content of the input, constructing validated original‑paraphrase‑counterfactual triplets for each prompt. Experiments in two teacher‑student settings show that CROP outperforms other selectors, improving aggregate performance by 1.92 and 2.96 points.
By Enhan Li, Junhao He, Hongyang Du