How Well Can LLMs Simulate Real Learner Evaluations of Educational Feedback?

Although large language models (LLMs) show promise for generating educational feedback, it remains unclear how feedback should be designed (e.g., tone and coverage) to support answer revision and learner evaluations across learner profiles. We define six feedback designs for multiple-choice biology questions, including a baseline design and five variants with additional feedback elements, and conduct an empirical study with 321 high school students. We evaluate feedback using immediate revision performance and six subjective evaluation criteria, and analyze differences in subjective evaluations across learner profiles based on personality traits. Our results show that presenting task-relevant information clearly is associated with better immediate revision performance and is favorably evaluated across learner profiles, while we observe descriptive differences in evaluation patterns, particularly for informational novelty and affective framing. These findings support further investigation of personalized LLM feedback design.

Large language models (LLMs) can fluently generate student-like responses, making them attractive as simulated students for training and evaluating AI tutors and human educators. Yet such simulators are typically evaluated by output similarity to real students, not by whether they behave like students with coherent misconceptions during interaction. We introduce a controlled framework for evaluating misconception faithfulness, whether a simulator maintains a misconception-driven belief state and updates selectively when feedback addresses the underlying misconception. Central to our framework is a misconception-contrastive feedback protocol that compares targeted feedback against two controls: misaligned feedback (targeting a different but plausible misconception) and generic feedback (only identifying answer is wrong). We propose Selective Flip Score (SFS), which quantifies how much more often a simulator flips its answer under targeted feedback than under contrastive controls. Across seven LLMs (4B-120B), multiple datasets, and prompting strategies, simulators exhibit near-zero SFS, correcting their answers at similarly high rates regardless of feedback relevance. Further analyses reveal a sycophantic failure mode: models behave less like students with misconceptions but more like problem-solvers who treat any corrective signal as a cue to abandon the simulated belief and re-solve from internal knowledge. To address this, we develop a post-training pipeline spanning supervised fine-tuning (SFT), preference optimization, and reinforcement learning (RL) with an SFS-aligned reward; SFT yields notable gains up to +0.56, and SFS-aligned RL provides more consistent improvements than preference optimization. Our results establish misconception faithfulness as a challenging yet trainable property, motivating a shift from static output matching toward interactive, belief-aware student modeling.

In many applications, human and LLM evaluators use assessments of relevant criteria to create an overall evaluation for an item or individual. For example, in admissions, committees assess candidates on attributes such as test scores, GPA, and research experience to evaluate their overall fit for the program. Another example arises in medical care where clinicians use patient reports of symptoms to consider preliminary diagnoses and assess risks. Each setting involves mapping multiple criteria to an overall evaluation -- a process that reflects the evaluator's underlying preferences. We focus on the fundamental question of learning these preferences. Many applications of this problem make specific modeling assumptions on evaluator preferences that may be substantially violated in the real world. We make the minimal assumption that the preference function is coordinate-wise non-decreasing, which is reasonable in a large number of evaluation settings. We theoretically characterize the severity of model mismatch for many common assumptions and show that it can lead to significant issues for learning evaluator preferences and other important downstream tasks. We then present an algorithm for learning evaluators' preferences that is robust to model mismatch. We prove theoretically that our algorithm can learn any preference function without sacrificing performance when the linearity assumption holds. Evaluations of our algorithm with synthetic simulations and real-world data confirm its ability to learn preferences robustly and illustrate key aspects of LLM and human preferences.