Organizations: AI4STEM Education Center, Athens, GA, USA · Department of Statistics, University of Georgia, Athens, GA, USA
Abstract
Student-generated drawings are widely used in science education to assess learners' conceptual understanding in modeling-based tasks aligned with the Next Generation Science Standards (NGSS). However, scoring such drawings requires expert human judgment to interpret complex visual representations, making large-scale assessment costly to implement and sustain in classroom settings. In this work, we study automated scoring of student-generated scientific drawings using a vision-based model. We evaluate a Vision Transformer (ViT) with parameter-efficient adaptation and propose a confidence-aware scoring framework that derives response-level confidence from test-time predictive distributions. This confidence signal enables selective automation by scoring high-confidence responses automatically while deferring uncertain cases for human review. Experiments on six NGSS-aligned middle school assessment items show that the proposed approach improves scoring reliability while supporting a practical trade-off between automated coverage and scoring risk, highlighting the value of confidence-aware methods for trustworthy educational assessment.
Text-to-image and multimodal generative models are increasingly used to produce scientific figures such as mechanism diagrams, experimental-design schematics, conceptual frameworks, and graphical abstracts. Yet existing image-generation benchmarks (e.g., GenEval, T2I-CompBench, DPG-Bench) evaluate natural images and measure compositionality, object counting, or photorealism. None of them measure what makes a generated scientific figure usable: correct and legible text labels, faithful depiction of entities and their relations, coherent diagrammatic structure, and adherence to disciplinary drawing conventions. We introduce SciDraw-Bench, a benchmark of 32 structured scientific-figure generation tasks spanning eight figure types and ten disciplines, where each task pairs a natural-language prompt with a machine-checkable specification of required labels, relations, components, conventions, and negative constraints. We propose a four-dimensional evaluation protocol: Text Fidelity (OCR-based label recall and character error rate), Semantic Correctness (vision-language-model judging against the specification), Structural Quality, and Convention Adherence, together with a meta-evaluation protocol and a preliminary inter-judge reliability analysis (human-rating validation is ongoing). We evaluate a domain-specific system, SciDraw AI, against representative general-purpose text-to-image models, and outline a code-to-figure baseline as a planned extension. In a pilot over all eight figure types, the domain-specific system substantially outperforms the general-purpose baselines on every dimension and figure type, with the largest gaps on semantic correctness and convention adherence; text fidelity remains the hardest dimension for all systems.
Automatic Short Answer Grading (ASAG) with generative large language models (LLMs) has recently demonstrated strong performance without task-specific fine-tuning, while also enabling the generation of synthetic feedback for educational assessment. Despite these advances, LLM-based grading remains imperfect, making reliable confidence estimates essential for safe and effective human-AI collaboration in educational decision-making. In this work, we investigate confidence estimation for ASAG with LLMs by jointly considering model-based confidence signals and dataset-derived uncertainty. We systematically compare three model-based confidence estimation strategies, namely verbalizing, latent, and consistency-based confidence estimation, and show that model-based confidence alone is insufficient to reliably capture uncertainty in ASAG. To address this limitation, we propose a hybrid confidence framework that integrates model-based confidence signals with an explicit estimate of dataset-derived aleatoric uncertainty. Aleatoric uncertainty is operationalized by clustering semantically embedded student responses and quantifying within-cluster heterogeneity. Our results demonstrate that the proposed hybrid confidence measure yields more reliable confidence estimates and improves selective grading performance compared to single-source approaches. Overall, this work advances confidence-aware LLM-based grading for human-in-the-loop assessment, supporting more trustworthy AI-assisted educational assessment systems.
The need to evaluate instructional materials for K-12 science education has become increasingly important, as more educators use generative AI to create instructional materials. However, the review of instructional materials is time-consuming, expertise-intensive, and difficult to scale, motivating interest in automated evaluation approaches. While large language models (LLMs) have shown strong performance on general evaluation tasks, their performance and reliability on instructional materials remain unclear. To address this gap, we formulate Automatic Instructional Materials Evaluation (AIME) as a generative AI task that predicts scores and evidence using the rubric designed by the educator. We create a benchmark dataset and develop baseline models for AIME. First, we curate the first AIME dataset, SciEval, consisting of instructional materials annotated with pedagogy-aligned evaluation scores and evidence-based rationales. Expert annotations achieve high inter-rater reliability, resulting in a dataset of 273 lesson-level instructional materials evaluated across 13 criteria (N=3549) using the EQuIP rubric. Second, we test mainstream LLMs (GPT, Gemini, Llama, and Qwen) on SciEval and find that none achieve strong performance. Then we fine-tune Qwen3 on SciEval. Results on a held-out test set show that domain-aligned fine-tuning can achieve up to 11 percent performance gains, highlighting the importance of domain-specific fine-tuning for AIME and facilitating the use of LLMs in other educational tasks.