arXiv:2608. 05166v1 Announce Type: cross Abstract: We present an evaluation of cognitive bias expression in state-of-the-art instruction-tuned LLMs under realistic multi-turn interaction settings.
By Sachini Weerasekara, Sagar Kamarthi, Jacqueline Isaacs
arXiv:2608.22993v1 Announce Type: new
Abstract: Students increasingly use LLMs as tutors for coursework and problem solving. Little is known about the level of assistance LLMs provide when students u...
By Suhyeon Lee, Juneha Baek, Jaehyeong Park, Donghyuk Shin
arXiv:2608. 14161v1 Announce Type: new Abstract: LLMs exhibit social biases that can produce inaccurate and discriminatory inferences, posing risks in high-stakes applications.
By Varsha Ramineni, Hossein A. Rahmani, Jerome Ramos, Karin Sevegnani, Emine Yilmaz
The paper examines how large language models (LLMs) can be biased by irrelevant social contexts when evaluating teachers, using a large U.S. classroom transcript dataset. It shows that spurious contexts can shift model ratings by up to 1.48 points on a 7‑point scale and that standard mitigation methods like SFT and DPO are insufficient. The authors introduce Debiasing‑DPO, a method that combines contrastive reasoning‑augmented DPO with SFT, which reduces bias by 84% and improves predictive accuracy by 52% on Llama and Qwen Instruct models.
By Hyunji Nam, Dorottya Demszky
arXiv:2609.16993v1 Announce Type: cross
Abstract: Large Language Models are now common in student assessment, but we know little about how student demographics affect their use. Sometimes, considerin...
By Donya Rooein, Luca Benedetto, Dirk Hovy
arXiv:2608. 07509v1 Announce Type: cross Abstract: LLMs are increasingly used for conversational tutoring, but effective tutoring requires more than correct answers.
By Fares Fawzi, Jiaxu Zhao, Tanya Nazaretsky, Tanja K\"aser