Traditional static assessments rely on a subtractive, deficit-based grading model that often penalizes ambition and obscures diagnostic feedback. Conversely, traditional face-to-face oral examinations introduce severe construct-irrelevant variance by exacerbating performative anxiety and the sociological power imbalances inherent to academic hierarchies. This paper presents the theoretical foundation for the "Socratic Test," an automated, computer-mediated conversational assessment. By integrating Dynamic Assessment principles, multimodal workspaces, Bloom's Taxonomy for real-time proctoring, and the SOLO Taxonomy for structural evaluation, the Socratic Test actively maps a student's cognitive boundaries. This paper formalizes the use of graduated scaffolding to quantify the Zone of Proximal Development (ZPD) and details a non-compensatory, additive grading architecture that prioritizes mastery over penalty and human-AI alignment to ensure unprecedented measurement reliability.
Effective Automated Essay Scoring (AES) are expected to support both reliable assessment and actionable instructional feedback. However, existing approaches often treat scoring and feedback as separate components: neural scoring models provide limited interpretability, while Large Language Model (LLM)-based feedback is typically insensitive to learners proficiency levels. To address this fragmentation, this work proposes PsyScore, a psychometrically-aware framework that integrates diagnostic assessment with instructional scaffolding through a shared latent ability representation. PsyScore comprises three key modules: a Trait-Adaptive Neural IRT Scorer that incorporates the Graded Partial Credit Model (GPCM) into a neural architecture, enabling the precise estimation of student ability while maintaining psychometric interpretability, a ZPD-Scaffolded Feedback Generator, which conditions multi-agent feedback strategies on the diagnosed ability parameter to adapt instructional focus across different proficiency levels, and a Multi-Perspective Feedback Evaluation Strategy that assesses feedback quality via pairwise preference judgements and student revision simulations. Experiments on the ASAP++ dataset demonstrate that PsyScore achieves competitive scoring performance while providing more pedagogically aligned feedback.
This paper examines the limitations of fully digital and partially digital e-assessment approaches in summative examinations in higher education. The analysis focuses on the didactic narrowing caused by closed question formats and on organizational, technical, and legal constraints that become particularly relevant in large student cohorts. As an alternative, the paper proposes a hybrid e-assessment approach that retains paper-based, problem-oriented examination tasks while enabling semi-automated grading. Assessment-relevant intermediate results are encoded in a structured answer format, entered by students by hand, and subsequently captured from table fields. The central technical bottleneck is reliable recognition of handwritten characters under realistic examination conditions. Recent vision-capable large language models, combined with a two-pass validation principle and comparison against a solution key, can reduce misclassifications and thereby improve the validity, fairness, and scalability of summative assessment.
Computerized Adaptive Testing (CAT), as a key technology for personalized education, aims to accurately assess examinee proficiency by retrieving exercises dynamically matching current ability estimates. However, existing CAT research is constrained by limitations of static offline data and isolated component optimization. Restricted by partial labels in offline logs, researchers degrade the dynamic assessment process into static sequence prediction. Current research focuses on isolated perspectives, e.g., selection or diagnosis, neglecting the overall CAT interaction process. To address this, we propose AgentCAT, a Large Language Model-based multi-agent simulation system, to construct a high-fidelity benchmarking environment for dynamic testing. This framework comprises three modules: (1) The examinee agent with memory retrieval and Chain-of-Thought reasoning simulates responses based on cognitive profiles; (2) The selection agent uses coarse-to-fine bucketing and knowledge graph exploration to balance local difficulty and global coverage; (3) The supervisor uses dual-auditing and robust update to ensure convergence and validity. To validate the framework, we evaluated on two real-world datasets across three dimensions: macro-level ability convergence, micro-level interaction logic, and data sparsity resilience. Results show AgentCAT achieves effective ability estimation, and its selection strategy balances difficulty adaptation and instructional coherence, aligning with human pedagogical intuition.