SLATE: Are AI-Generated Slides Educationally Effective? A Benchmark for Language Teaching Quality and Learner Knowledge Acquisition

As generative AI (GenAI) tools become easily accessible, there is promise in using such tools to support instructors. To that end, this paper examines using GenAI to help generate slides from instructor authored course notes, emphasizing instructor and student perceptions. We examine an end-to-end education tool (NotebookLM), two general-purpose LLMs (Claude, M365 Copilot), and two coding assistants (Cursor, Claude Code). We first analyze whether GenAI generated slides are good'' via narrative assessment by educators. We choose the best slides to use (with some modification) in a real course setting, and compare the student perception of human vs. AI generated slides. We find that coding assistant tools produce slides that were most accurate, complete, and pedagogically sound. Additionally, students rate GenAI slides to be of similar quality as instructor-created slides, and cannot reliably identify which slides are AI-generated. Additionally, we find a negative correlation between a high quality rating and a high AI-generated'' rating, suggesting students associate poor quality with the source of the slides being AI. These findings highlight promising opportunities for integrating GenAI into instructional design workflows and call for further research on how educators can best harness such tools responsibly and effectively.

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.

Automatically generating slide decks from source documents is an important application of large language models (LLMs). Existing benchmarks primarily assess slide completeness and technical depth, while overlooking the target audience as a critical real-world factor. For instance, specialists demand rigorous proofs, whereas decision-makers prioritize actionable conclusions. To bridge this gap, we introduce X+Slides, a benchmark specifically designed for audience-conditioned slide generation. Built on a diverse corpus spanning 113 topics and seven presentation scenes, X+Slides employs a dynamic evaluation framework constructed from 8,133 deduplicated, source-grounded probes. By assigning audience-specific utility weights to the same source-grounded probes, X+Slides reports four complementary metrics: Audience Coverage measures how much audience-essential information is conveyed, Domain-wise Coverage shows which information types are covered, Efficiency measures delivered utility per unit of attention cost, and Correctness verifies whether slide claims are supported by the source. Experiments on DeepPresenter, SlideTailor, and NotebookLM show that current systems can recover a substantial but still incomplete part of audience-essential information: at $τ_A=0.7$, DeepPresenter reaches a best Audience Coverage of 0.714, SlideTailor reaches 0.594, and the NotebookLM ablation reaches 0.853 while showing clear grounding differences. These results indicate that visual quality and broad topic coverage should not be treated as evidence support without source-grounded evaluation.