cs.AIAug 6, 2026

Automated item evaluation: Predicting item acceptance and rejection using LLM-generated critiques

Authors: Hotaka Maeda, Yikai Lu

Organizations: Smarter Balanced, University of California-Santa Cruz · Department of Educational Psychology, University of Minnesota-Twin Cities

Abstract

Automated item evaluation (AIE) refers to the use of computational methods to assess item quality without requiring manual expert review or field testing of the items under evaluation. We aimed to build a near-comprehensive AIE model by predicting item acceptance and rejection from item text using historical rejection data from a large-scale standardized testing program. The dataset contained 52,759 English language arts (ELA) and mathematics items with 34% permanently rejected from future operational use. Rejection reasons included poor psychometric properties, content issues, bias and sensitivity concerns, and non-content issues. We fine-tuned a DeBERTaV3-large classifier on raw item text, a second DeBERTa classifier on Qwen3-generated item critiques, and a fusion model combining representations from both. The fusion model achieved the strongest overall performance (Accuracy = .75, F1 = .64, AUC = .80, Sensitivity = .64, Specificity = .81). Prediction for math (F1 = .73, AUC = .86) was considerably more accurate than ELA (F1 = .51, AUC = .72). Lowering the decision threshold from .5 to .25 raised average sensitivity for ELA and math to .88 and .91, while reducing specificity to .31 and .56, respectively, which may be preferable in automated item generation contexts where generating items is cheaper than evaluating them. Incorporating item critiques alongside raw item text improved performance across most rejection reasons. The model assigned higher rejection probabilities to more difficult items. However, the fusion model struggled to identify items flagged for bias, sensitivity, fairness, or accessibility, especially for ELA. These findings suggest that text-based AIE is feasible in some areas and may offer a practical tool for reducing the burden of manual review and field testing, while also underscoring the importance of human review for items with fairness concerns.

Explore similar work

CardsList
Jun 17, 2026cs.CL

LLMs Struggle to Measure What Distinguishes Students of Different Proficiency Levels: A Study of Item Discrimination in Reading Comprehension Assessment

Item discrimination is a fundamental psychometric property of educational assessment, which measures whether an item meaningfully distinguishes students with higher proficiency from students with lower proficiency. While various existing works have explored whether large language models (LLMs) can estimate item difficulty, it remains unclear whether they can capture item discrimination. In this work, we evaluate 42 proprietary and open-weight LLMs in zero-shot settings using two complementary approaches: direct discrimination prediction, where models explicitly estimate an item's discrimination value from its content, and response-based Classical Test Theory (CTT) calibration, where LLM answers are treated as synthetic student responses to compute discrimination scores. Our results show that direct prediction yields weak alignment with human-calibrated discrimination: the best-performing model reaches only a Spearman correlation of 0.152. Response-based CTT calibration provides a stronger but still limited signal, with the all-persona synthetic respondent pool reaching a Spearman correlation of 0.241. These findings highlight item discrimination as an open challenge for LLM-based psychometric evaluation: current LLMs contain non-random discrimination-relevant signal, but they do not yet reliably capture how assessment items distinguish human students.
Han Chen, Ming Li, Chenguang Wang +4
Item Response TheoryPsychometricsComputerized Adaptive TestingLarge Language Model PerformanceDiscriminativeStudent
AskPDF
Apr 28, 2026cs.AI

SciEval: A Benchmark for Automatic Evaluation of K-12 Science Instructional Materials

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.
Zhaohui Li, Peng He, Zhiyuan Chen +4
ClassroomsHistory
AskPDF
Jul 16, 2026cs.AI

Can We Trust Item Response Theory for AI Evaluation?

AI benchmarks increasingly leverage item-level statistical models, particularly item response theory (IRT), to estimate model capabilities, rank systems, select informative examples, and diagnose benchmark quality. However, AI benchmark data often departs from the data regime of human testing, for which standard IRT estimation tools were originally developed: benchmarks typically involve fewer evaluated models, far more items, and capability distributions that may be skewed, clustered, or multimodal. We examine how these regime mismatches challenge the reliability of IRT modeling for AI evaluation. Using item parameters and capability distributions derived from six widely used LLM benchmarks, we simulate response matrices under three common IRT models and compare four estimation tools used in recent benchmark studies: marginal maximum likelihood, Markov chain Monte Carlo, variational inference, and a neural pseudo-Siamese estimator. Across 18,000 simulation conditions, we systematically evaluate computational feasibility, scalability, and the reliability of IRT inferences about model rankings, predicted performance, and item characteristics. Results show that classical estimators can become infeasible in large benchmark settings, whereas scalable estimators can produce unreliable item-level and ranking inferences with small or nonnormally distributed model sets. This study identifies when latent trait models reliably support or risk distorting AI benchmarking claims, and what sample sizes and diagnostics are needed for trustworthy use.
Han Jiang, Sunbeom Kwon, Jinwen Luo +2
Artificial Intelligence BenchmarksItem Response TheoryArtificial Intelligence EvaluationModel EvaluationStatistical ModelsResponses
AskPDF