Optimizing LLM Annotation of Classroom Discourse through Multi-Agent Orchestration

Large language models have enabled rapid deployment of language classification and analysis, allowing users to describe complex constructs in natural language, such as pedagogical moves or expressions of learning and engagement, and label them in conversational datasets such as classroom or tutoring transcripts. However, because LLM reasoning is opaque, we have no verifiable, mechanistic insight into why a model chose a label for an utterance, and output differences over time or across models challenge replication. We introduce the EduBehaviors framework to generate interpretable, reliable, and scalable construct annotations in educational dialogue data that retain human agency while leveraging the strengths of generative AI, encoders, and machine learning models. We evaluate the framework on the TalkMoves dataset, predicting the Teacher TalkMoves labels. Our best configuration results in a macro-F1 of 0.764 and 0.756 Cohen's kappa, demonstrating improvements over direct prompting approaches and showing competitiveness with fine-tuned classifiers while gaining the benefit of greater transparency and comparability. To facilitate adoption and operationalization of the EduBehaviors framework in educational dialogue data by other researchers, we also release the EduBehaviors Toolkit with two complementary open-source tools based on the TalkMoves application.

Qualitative researchers increasingly encounter interaction corpora whose scale exceeds what manual coding alone can address, and large language models (LLMs) are frequently proposed as analytic assistants. The open questions are not whether LLMs can participate in qualitative analysis but to what extent, in what phases, and under what safeguards. This article provides a detailed procedural account of a multi-phase human-LLM collaborative pipeline that adapted open, axial, and selective coding to develop a hierarchical codebook from 45,000 messages exchanged between K-12 educators and a generative AI platform. Across three phases, LLMs generated candidate labels and structured annotations at scale, while human researchers retained conceptual authority over category definitions, merging decisions, and interpretive frameworks. The resulting instrument was then tested through systematic human coding, in which three trained coders with educational domain expertise applied the codebook to an independent sample of 2,560 messages, established reliability through iterative calibration using set-valued agreement measures appropriate for multi-label annotation, and extended the instrument with five codes that the LLM-assisted phases had not surfaced. The final codebook comprises 72 items within 19 categories and six domains. We reflect on the methodological decisions the pipeline required, including the choice of a conversational unit of analysis, the treatment of the LLM as a labeling instrument rather than an interpretive agent, the measurement of intercoder agreement under multi-label coding, and the conditions under which human domain expertise remained decisive. The account is offered as an auditable template for qualitative researchers considering LLM assistance in codebook development while preserving human interpretive authority.

Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know. Existing benchmarks emphasize domain-general correctness or depend on manually designed rubrics that scale poorly to long-tail pedagogical scenarios. We introduce Elmes*, an end-to-end framework for constructing, refining, and applying fine-grained scenario-specific rubrics. Elmes* combines a declarative multi-agent engine for teacher--student--judge interactions with SceneGen, a self-evolving module that co-optimizes evaluation criteria and test data from expert-defined pedagogical dimensions. Using Elmes*, we build Edu-330, covering 330 scenarios across 11 subjects, 3 grade bands, and 10 task types, with over 1{,}000 second-level indicators. Experiments on Edu-330 and four expert-authored gold-standard scenarios show that educational capability is multidimensional: top-tier LLMs differ mainly in creativity and values integration, knowledge-strong models may fail at Socratic scaffolding, and the education-specialized InnoSpark achieves the best human-evaluated average score. LLM judges preserve human-comparable rankings with much lower scoring variance, but exhibit judge-specific biases such as self-preference. Ablations show that expert-scored few-shot anchoring improves human--LLM alignment, while reasoning enforcement and greedy decoding are model-dependent. Elmes* thus provides scalable diagnostic infrastructure for pedagogically grounded LLM evaluation.