As AI tools become increasingly integrated into educational contexts, questions arise about both their stability over time and their responsiveness to prompt engineering techniques. This longitudinal study focused on different AI tools' ability to use the Task Analysis Guide (TAG; Stein & Smith, 1998) to classify the cognitive demand of mathematics tasks. In particular, it examined whether this classification ability changed with (1) model version updates over time and (2) few-shot prompting using exemplar tasks. We tested a general-purpose AI tool (Gemini) and an education-specific AI tool (Coteach). The specific tools were selected because of their relatively high performance on relevant published benchmarks and prior task-specific tests. Models were tested at baseline, retested with model version updates, and then tested again using few-shot prompting (two exemplar tasks for each cognitive demand category). Results revealed that newer model versions alone produced mixed effects: Gemini's accuracy remained stable at 58%, while Coteach's accuracy decreased from 75% to 50%. However, few-shot prompting improved both models' performance: Gemini increased to 67% and Coteach recovered to 75% accuracy. These findings demonstrate that prompt engineering techniques can have larger and more reliable effects than passive model improvements, and that version updates may not always improve performance on specialized educational tasks. The study has important implications for how educators and researchers should approach AI tool selection, evaluation, and implementation in educational contexts.
Chain-of-Thought (CoT) prompting remains the standard baseline for evaluating models' reasoning abilities. Originally, this technique was introduced to elicit step-by-step reasoning from large language models (LLMs), which would otherwise tend to directly output the final answer. However, many modern LLMs produce CoT-style responses \textit{natively} when presented with reasoning tasks, which made us revisit the effectiveness of standard CoT prompting. We evaluate several modern mid-sized language models on a math problem-solving task and find that models specialized for reasoning achieve better performance in a simple zero-shot setting than when using few-shot CoT examples - significantly surpassing officially reported results at no additional cost (e.g., from ∼77% to ∼84% for Mathstral on GSM8K). For the tested general-purpose model, a zero-shot CoT prompt is also sufficient to outperform a few-shot CoT baseline. We attribute this to a `guidance-distraction' tradeoff: standard CoT prompting also demands style adaptation, formatting compliance, and potentially undesired contextualization, which can distract models from the core reasoning task. Our findings suggest that using standard CoT prompting increasingly acts as a source of distraction as models grow stronger.
The surge in AI-assisted generation of educational materials has outpaced our capacity to validate their pedagogical quality. Automated evaluation using Bloom Classifier models is a promising approach to assess educational materials at scale. These models show high accuracy within-distribution dataset (IID Dataset). However, applying the same models to new out-of-distribution (OOD) datasets such as AI-assisted generated questions could show performance degradation. To identify robust classifiers under dataset shift, we evaluated traditional Machine Learning (ML), transformer, and Large Language models on the Bloom level classification task. We also explored feature-engineering strategies incorporating NLP metrics, appending the learning objectives as part of the input, and text splicing to stabilize OOD performance. Our baseline tests show that TFPOS-IDF ML models perform poorly on OOD (Macro F1-score 0.48) compared to BERT (0.55) and LLMs (0.79). Text splicing improved macro F1-score performance of ML and BERT models (0.59 and 0.62, respectively). Appending the learning objectives with the input increased model performance on specific dataset. Model retraining provided the largest improvement across models and datasets. Overall, these findings highlight the trade-off on the use of pre-trained models with novel AI-assisted educational questions and how strategic feature enhancements help address loss in performance.
Michael Lawrence Castanares, Princess Ventures, Allan Tan
Aligning LLMs for math tutoring typically requires RL-based training with multi-GPU infrastructure. We investigate whether training-free prompt optimization-evolving only the system prompt via API calls-can serve as a practical alternative. We adapt 7 published methods and propose 5 education-specialized methods, evaluating these 12 methods under 5 conditions on 2 OOD benchmark suites. All 12 best-per-method configurations surpass the strongest RL-trained baseline (R_total = 0.633), and our ParetoGrad achieves the best Pareto balance across post-test solve rate, leak control, and helpfulness, rather than dominating any single component. Behavioral analysis with an 82-code educational codebook reveals that training-free methods rely on teaching-knowledge patterns at 2-3x the rate of RL-trained models, with a compensating ~10 percentage-point reduction in intent-level scaffolding. We also find a task-dependent reasoning mode effect consistent across training-free and RL-based paradigms. Our approach enables efficient development of pedagogically aligned LLM tutors with prompts alone and minimal compute.