High-Order Question Generation in a Multilingual Educational Context

While LLMs show promise in automating educational content creation, their ability to generate questions that stimulate higher-order thinking remains understudied. This work evaluates six widely-used LLMs through a Bloom's Taxonomy lens, focusing on their capacity to transcend rote memorization and achieve cognitive leaps. Using a hybrid human--AI evaluation protocol, we generate and analyze 20{,}700 questions across computer science, K--12 math, and social-science domains. Key contributions include: (1) a fine-grained prompting strategy that reduces question repetitiveness by 24.45% for Qwen2.5-7B-Instruct, and increases the proportion of higher-order cognitive level outputs by 11.53% for InternLM3-8B-Instruct; (2) quantitative metrics for cognitive shift intensity (CogShift) and category drift, revealing InternLM3's superior performance in multi-level transitions; (3) an interpretability analysis revealing metric-level correlations that enhance the transparency of Chain-of-Thought prompting. Our findings highlight the importance of cognitive-aware prompt design and provide benchmarks for deploying LLMs in personalized learning systems.

Generative AI increasingly supports educational design tasks, e.g., through Large Language Models (LLMs), demonstrating the capability to design assessment questions that are aligned with pedagogical frameworks (e.g., Bloom's taxonomy). However, they often rely on subjective or limited evaluation methods; focus primarily on proprietary models; or rarely systematically examine generation, evaluation, or deployment constraints in real educational settings. Meanwhile, Small Language Models (SLMs) have emerged as local alternatives that better address privacy and resource limitations; yet their effectiveness for assessment tasks remains underexplored. To address this gap, we systematically compare LLMs and SLMs for assessment question design; evaluate generation quality across Bloom's taxonomy levels using reproducible, pedagogically grounded metrics; and further assess model-based judging against expert-informed evaluation by analyzing reliability and agreement patterns. Results show that SLMs achieve competitive performance across key pedagogically motivated quality dimensions while enabling local, privacy-sensitive deployment. However, model-based evaluations also exhibit systematic inconsistencies and bias relative to expert ratings. These findings provide evidence to posit language models as bounded assistants in assessment workflows; underscore the necessity of Human-in-the-Loop; and advance the automated educational question generation field by examining quality, reliability, and deployment-aware trade-offs.

Mathematical reasoning has become a central task for evaluating and tuning reasoning Large Language Models (LLMs), yet existing benchmarks remain heavily biased toward high-resource languages, with English and Chinese dominating both pre-training corpora and evaluation suites. The recently released PolyMath (Wang et al., 2025) dataset represents a significant step forward, yet its coverage is still limited to 18 only high-resource languages. To address this gap, we introduce PluraMath, an extension of PolyMath to 18 additional {underrepresented languages spanning 6 language families -- ranging from mid-resource to extreme low-resource settings. We constructed the dataset through a human-curated pipeline, where native speakers thoroughly validated pre-computed translations. Using PluraMath, we then benchmark 27 reasoning LLMs across four model scales -- small, mid-size, large, and closed-source ensembles -- probing the multilingual mathematical reasoning capabilities of state-of-the-art models under diverse linguistic conditions. Our fine-grained analysis confirms a persistent gap in mathematical reasoning performance between high-resource and underrepresented languages, with stronger results largely associated with better instruction-following ability. We fully open-source our dataset, data acquisition pipeline, and evaluation framework, with the goal of lowering the barrier to multilingual benchmark development for underrepresented communities.