arXiv:2608. 07523v1 Announce Type: cross Abstract: Difficulty differences across parallel-class programming examinations affect the fairness of course assessment.
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arXiv:2607. 01247v1 Announce Type: cross Abstract: Open-ended mathematics exams are valuable because they assess reasoning, proof construction, algorithmic thinking, and communication of intermediate steps.
arXiv:2607. 26317v1 Announce Type: cross Abstract: Psychometric calibration for educational tests typically requires costly human response data.
arXiv:2607. 02432v1 Announce Type: new Abstract: Scalable and reliable grading of command-line examinations remains a challenge in computing education, where rising enrolments make manual marking difficult and rule-based autograders cannot handle partial credit, equivalent solutions, or syntactic variation.
arXiv:2603. 00077v3 Announce Type: replace-cross Abstract: Rubric-based LLM judges have become indispensable for evaluating and optimizing systems on non-verifiable tasks, where success cannot be reduced to exact programmatic checks.
arXiv:2607. 26067v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used for estimating item difficulty in educational assessment.
arXiv:2607. 14707v1 Announce Type: cross Abstract: Large language models routinely produce fluent answers to single-shot prompts, yet deploying them as reliable components of a domain decision system is substantially harder.