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46 papers3 papers in the last four weeks, down 57% on the four weeks before. 0.0% of all new papers.

Oct 22, 2026

TutorCaseBench: A Case-Grounded Benchmark for Evaluating LLM Tutors in Supporting Students with Challenging Behaviors

LLMs are increasingly used as AI tutors, yet existing benchmarks overlook the challenging behaviors common among students with learning and behavioral difficulties. We introduce TutorCaseBench, a benchmark that grounds AI-tutor evaluation in qualitative case studies from pedagogy, educational psychology, and special education. Our pipeline converts documented student categories into case-specific scenarios, tutor-student dialogues, and rubrics grounded in source evidence. The benchmark contains 923 dialogues across five challenge types, evaluated through open-ended response generation (1,560 items) and multiple-choice selection (2,537 items). Across 11 state-of-the-art LLMs, even the strongest model satisfies a rubric criterion in only 55.8% of open-ended cases, while models are better at selecting appropriate strategies than generating situated responses. These results reveal a gap between intervention recognition and context-specific adaptation, especially for open-weight models. All data are publicly available at https://github.com/kixlab/TutorCaseBench.

Yeon Su Park, Chanyoung Park, Tae Soo Kim +5

KAIST · Seoul National University · Korea Institute for Curriculum and Evaluation +2

AI in Education LLM Evaluation Intelligent Tutoring Systems Education

Oct 15, 2026

What Does History Add? Calendar Controls and Information-Timing Audits for University Trajectory Forecasting

We audit the predictive value of historical summaries in a rule-based university trajectory simulator. Seventeen ridge specifications and persistence separate current plans, past-state and past-plan summaries, and calendar-only history-length indicators. Across training, validation and two family-held-out evaluations, we reconstruct 16,750 routes and 804,000 monthly records. On the original 40-family set, six-month history lowers six-step normalized RMSE from 0.159234 to 0.151522, but its difference from a length-only control is -0.000895 (descriptive paired 95% interval [-0.001957,0.000248]). Fixed weights on 30 families unused in identified prior tasks reproduce this pattern: 0.156480 to 0.150074 versus current-state prediction, but -0.000558 [-0.001783,0.000728] versus the length control. These uncertain comparisons do not generalize to all-history summaries, which improve on their own calendar control. Exploratory decomposition finds clearer preparation-index and funds benefits, whereas fatigue dominates the six-month model's loss and has an uncertain length-controlled benefit. Moreover, 28.20% of its six-step fatigue predictions violate the simulator's [5,90] support. We document family dependence, prior exposure, strict temporal indexing, matched recursive references and independent numerical replay. The task conditions on recorded future plans; it does not evaluate real-student forecasts, causal action effects, autonomous planning or language-model memory. This is an evaluation audit, not a new memory architecture.

Zepei Cao

East China Normal University

Education Trajectory Prediction Time Series Forecasting AI in Education

Oct 10, 2026

TeachGrade: Training-Free Short Answer Scoring with Teacher Evidence

Multi-subject, multi-step scoring requires consistent partial credit across grading conventions. We introduce TeachGrade, a training-free framework using teacher-graded examples. The Task Adapt module builds two frozen memories: Skill captures contextual teacher preferences beyond the rubric; CaseBank supplies local evidence. PreJudge provides retrieval cues; FinalJudge regrades the answer without preliminary scores. On 3,829 SAS-Bench answers across 12 tasks, official macro collaborative consistency score (CCS) rises from Native's 67.99 to 81.32 (+13.33 points), and pooled step exact match from 54.85% to 62.71%. Macro quadratic weighted kappa (QWK) reaches 84.71, exceeding Native, OpenJudge, ProofGrader, and Trojsten by 9.52, 3.50, 11.37, and 17.43 points, respectively, and leading on 8 tasks. Local Qwen3.8-27B gains 8.83 CCS and 4.08 QWK points, improving CCS on all 12 tasks. QWK gains over Native span 6.38--14.65 points on Portuguese automatic essay scoring (AES) and 2.16--2.24 on ASAP-SAS across label views, with lower mean absolute error. These results support reuse across languages, response formats, and backbones without weight updates.

Jinhao Yan, Zhihong Shen, Shengjie Wang +4

Fuzhou University · Peking University

Automated Grading LLM-as-a-Judge Automated Essay Scoring Education Rubric-Based Evaluation

Sep 29, 2026

SRJudge: Empowering Large Language Models with Selective Reasoning for Fine-Grained Knowledge Concept Tagging

Knowledge concept tagging aims to assign specific concept or topic labels to educational content, which is essential for both educators and learners in traditional and online teaching practices. Recent work has explored large language models (LLMs) for this task, achieving promising performance. However, LLMs still struggle to select the correct concept from a large-scale candidate set due to the high dimensionality of the decision space. In this paper, we propose a novel three-stage Select-Reason-Judge (SRJudge) framework, which empowers LLMs with selective reasoning capability for fine-grained knowledge concept tagging. Specifically, the Selector in Stage 1 first narrows the candidate concepts to a top-K shortlist by fine-tuning a small language model (SLM), e.g., BERT, since the top-

K

predictions hit the correct concept in most cases, thereby reducing the decision space of correct candidates. Next, the Stage 2 Reasoner employs a lightweight LLM for refined reasoning over the shortlisted candidates. It further integrates an improved reinforcement learning strategy with a dynamic task-specific reward function and a pruning mechanism to better align with human reasoning preferences. Finally, a larger LLM acts as a judger that evaluates the overall rationality of the reasoning process and its explanations to determine the final output. In addition, we construct two high-quality datasets for further validation, i.e., the biology dataset S_Bio and the physics dataset S_Phy. Experimental results demonstrate that our method consistently outperforms state-of-the-art baselines across benchmark datasets, verifying its effectiveness and superiority. Resources are available at: https://github.com/Nicozwy/SRJudge.

Zhiwei Yang, Jiahua Yang, Huiru Lin +2

Guangdong Institute of Smart Education, Jinan University, Guangzhou, China · School of Physical Education, Jinan University, Guangzhou, China · Guangdong Provincial Key Laboratory of Speed Capability Research, Guangzhou, China +1

RL for Language Model Reasoning AI in Education Education LLM Reasoning

Sep 23, 2026

StudentBench: AI and human tutoring yield equivalent GRE learning gains

Artificial intelligence offers an unprecedented opportunity to augment human capabilities, yet progress at the frontier has focused primarily on advancing model capabilities. We introduce StudentBench, a suite of AI teaching evaluations and a public platform that enables large-scale data collection with over 175,000 student-AI messages to study whether large language models (LLMs) produce learning gains equivalent to human tutoring. Using StudentBench, we measured learning gains on Quantitative and Verbal GRE questions across 2,383 human participants receiving AI tutoring, human tutoring, or no tutoring. We establish that AI tutoring is statistically equivalent to expert human tutoring for GRE learning gains (p = .015), and in five of the seven GRE domains, the best performing AI tutor surpassed the human tutor, on average. In a second study, expert human tutors compared LLM-generated lesson plans and practice problems through 2,028 pairwise rubric evaluations. Together, the two studies clearly separate AI tutors across: (1) lesson planning, (2) practice-problem creation, (3) conversational pedagogy, (4) cost, and (5) engagement. Surprisingly, one AI tutor achieved learning gains equivalent to human tutoring (p = .044) at 918 times lower cost (USD 0.0052 for AI versus USD 4.81 for human, per percentage point gained). For Quantitative GRE sessions, faster AI replies correlated with more student messages, more messages with more correct practice, and more correct practice with larger learning gains (all p < .002). To support future research, we open-source the de-identified data collected in our studies.

Curtis Northcutt, Inaara Hasmani, Kevin Feng +3

Intelligent Tutoring Systems Generative AI in Education Education

Sep 21, 2026

Potential for Enhanced Learning in Machine Learning Classes by Using Wiki LLM Indexing

Large language models are increasingly deployed as course-specific tutors, but their usefulness depends on grounding in vetted instructional materials that are often revised mid-semester. Our prior work built a multimodal retrieval-augmented generation (RAG) system over an authentic machine learning course corpus (Foundations of Machine Learning) and found that retrieval improved contextual grounding, but that fixed retrieval strategies were suboptimal. That motivates a different question: whether how a corpus is structured at ingest time matters more than how much is retrieved at query time. We present a controlled head-to-head comparison of two knowledge representations over an identical classroom corpus: (A) vector RAG, replicating the best-performing configuration from our prior study, and (B) an LLM-compiled wiki (Karpathy framework), in which the corpus is synthesized at ingest into linked concept pages with explicit cross-references and citations back to source materials. We evaluate 59 questions spanning single-fact recall, cross-unit concept linking, synthesis and explanation, and currency after a syllabus revision, scored by an LLM judge against a human-authored rubric. Both representations answered single-fact questions about equally well (9.33 vs. 9.96 of 10), but diverged sharply on questions requiring links across course units. The compiled wiki remained accurate and grounded (9.93; 100% grounded in cited sources), while retrieval scored lower and was markedly less grounded (8.14; 64%). The wiki's citations let students and instructors trace any claim back to the lecture that introduced it, adding a layer of dynamic retrieval that machine learning courses require. While further testing is needed, instructors using AI to support learning in ML courses should consider wiki-based structure for its potential to support foundational elements of best practice.

Brian Wright

School of Data Science, University of Virginia

AI in Education LLM Grounding Intelligent Tutoring Systems Retrieval-Augmented Generation Knowledge-Intensive QA Knowledge Representation+1

Sep 17, 2026

Edustories: A Collection of Real-world Case Studies from Classroom Practices

Despite the widely recognized potential of AI in education, most prior work has focused on individualized student assistance. In contrast, the majority of educational practice worldwide still takes place in collective classroom settings. To enable researchers to study AI assistance in collective teaching, we introduce Edustories, a dataset of 1,492 teacher-written case studies describing real elementary and high-school classroom situations involving challenging student behavior, pedagogical interventions, and their outcomes. Among many other applications, Edustories enables evaluating LLMs' ability to predict the success of teacher interventions, crucial for providing practicing teachers with useful feedback. Comparing the latest models from four language-model families against expert assessments, we find that current models fall short of human expertise in predicting classroom outcomes; the strongest models reach 58% accuracy compared to 64% of human experts. This gap highlights both the limitations and the emerging potential of AI as assistants for practicing teachers.

Michal Štefánik, Jan Nehyba, Jirina Karasova +4

Faculty of Education, Masaryk University, Czechia · R&D Center for Large Language Models, National Institute of Informatics, Japan

AI in Education Educational Data Mining Generative AI Evaluation Education

Sep 16, 2026

PersonaPath: Towards Knowledge-Centric Personalized Learning Path Planning

Adaptive learning systems commonly formulate learning path planning as Exercise-Centric (EC) recommendation, where the next step is inferred from item-level interaction logs. Evaluating goal-oriented guidance additionally requires explicit learner goals and curriculum-scale prerequisites: learners with similar exercise records may need different paths toward their targets. We therefore study Knowledge-Centric (KC) personalized learning path planning, where a planner must reason over learner profiles, mastery states, and prerequisite knowledge structures to decide which textbook, unit, and concept should be studied next. To support this setting, we introduce PersonaPath, a benchmark that pairs 2,000 fine-grained learner personas with a hierarchical knowledge graph of 347 textbooks, 1,751 units, and 4,092 concepts across 77 subjects. We evaluate representative LLMs on PersonaPath. Results show that even the strongest LLM reaches only a 29.5% final pass rate in Basic Education, and that the main bottleneck lies in adaptivity, where no model exceeds 44.7% in tailoring paths to individual learners.

Yu Liu, Zeming Liu, Tianle Zhang +6

School of Computer Science and Engineering, Beihang University, Beijing, China · Beijing Institute of Technology · Harbin Institute of Technology (Shenzhen) +1

Intelligent Tutoring Systems LLM Planning Personalized Learning Education

Sep 11, 2026

EduFair-Bench: Evaluating Pedagogical Fairness of LLM Tutors Across Student Demographics

Large language models (LLMs) are increasingly deployed as tutors, but it is unclear whether they support all students equally well. We introduce EduFair-Bench, a benchmark for auditing the pedagogical fairness of LLM tutors---whether tutoring quality varies systematically with student demographics. EduFair-Bench pairs a multi-domain question bank (mathematics, physics, chemistry) with a controlled simulation in which a fixed LLM student interacts with each tutor across nine demographic levels spanning four dimensions: gender, immigration background, first language, and socioeconomic status (SES). Tutoring quality is scored on five turn-level pedagogical metrics and four conversation-level dimensions, using an LLM judge validated against three-annotator consensus on 180 tutor turns. Bias is measured via paired Wilcoxon signed-rank tests and bootstrap effect-size confidence intervals. Two ablations (demographic cues conveyed through names; conflicting demographic information between tutor and student) disentangle tutor-driven from student-driven bias. Across five tutors, we find that model capability and demographic fairness are largely orthogonal: the smallest model is the most consistent while the four more capable tutors all exhibit wide demographic gaps with no clear capability-to-fairness ordering, pedagogy-specific RL training redistributes rather than removes bias, and language- and immigration-related cues produce larger gaps than gender- and SES-related cues.

Jiaxu Zhao, Bahar Radmehr, Fares Fawzi +2

Swiss Federal Institute of Technology in Lausanne (EPFL), Switzerland

Generative AI in Education Language Model Bias Evaluation Demographic Bias in Language Models Education

Sep 8, 2026

Edu-QuRating: Multi-Dimensional Educational Data Curation with Distilled Pairwise Judgements

Educational data filters have become a practical way to improve language-model pre-training, but most filters treat educational value as a single scalar property. This may be too broad for some applications, especially if the data set already features a high density of educational material. Useful learning material needs to be accurate, engaging, well structured, and appropriate for the intended audience and application (e.g. learner- vs teacher-facing). Following QuRating (Wettig et al. 2024), we introduce Edu-QuRating: a pipeline for multi-dimensional educational data scoring and curation. Edu-QuRating defines education-specific rubrics, uses an LLM judge to label sampled document pairs and distills those pairwise preferences into reusable Edu-QuRaters, which can score individual text chunks on a set of educational criteria. Across two sequence-classification base models and six educational criteria, the best Edu-QuRater recovers held-out GPT-4.1-mini pairwise judgements with mean accuracy 0.917. We then apply the resulting scorers in two applications. First, we investigate the potential of Edu-QuRaters for corpus filtering to improve pretraining of small language models. We scored 322.25M FineWeb-Edu-Fortified documents to obtain a filtered pre-training mixture. In matched single-run pre-training comparisons, models trained with Edu-QuRating-based mixtures reached higher observed aggregate accuracy across nine benchmarks than the FineWeb-Edu baseline, with gains concentrated in particular tasks. Second, we used Edu-QuRater scores as reward terms for GRPO post-training. In held-out pairwise judge evaluations, combining Edu-QuRater and answer-structure rewards produced responses preferred to the Qwen3-4B base model on both pedagogical quality and instruction following.

Oliver G. B. Garrod, Robin A. A. Ince, Meng Liu +6

Fab AI

Pairwise Preference Evaluation Pairwise Preference Learning LLM-as-a-Judge Language Model Pretraining Rubric-Based Evaluation Pairwise Ranking+1

Sep 3, 2026

KnowVis: Knowledge-Centric Visual Summarization for Video Lectures

Video lectures are valuable educational resources, but their dense and lengthy formats often overwhelm novice learners. This difficulty stems from a fundamental pedagogical mismatch: while videos deliver transient information linearly, human learning requires constructing interconnected cognitive networks, a task that induces severe cognitive overload for novice learners lacking prior domain knowledge. Existing video summarization methods fail to resolve this mismatch, as they primarily produce text-heavy, linear condensations that still demand high cognitive effort. To bridge this gap, we propose KnowVis, a framework that transforms linear video lectures into pedagogically grounded visual narratives. KnowVis first extracts a detailed concept map from multimodal video content to identify important and challenging threshold concepts, then constructs structured knowledge units, and finally synthesizes engaging visual summaries. Alongside the framework, we introduce a curated dataset of 125 educational videos across 10 academic disciplines, paired with 1,079 generated visual summaries. Extensive automated evaluations and a human study demonstrate that, compared to state-of-the-art baselines, KnowVis generates more accurate and clear visuals that successfully reduce cognitive load and significantly improve student learning effectiveness and knowledge retention.

Yi Xu, Yifan Hou, Xiaoyu Zhang

City University of Hong Kong · ETH Zürich

Video Understanding Video Summarization AI in Education Education

Sep 1, 2026

Cite or Decline: A Strict Course-Grounded Chatbot for STEM Lecture Videos

Recorded lecture videos, often enhanced with search and summarization features, are a standard study resource. However, students cannot easily ask course specific questions or verify answers against an instructor's lecture. We report a semester-long deployment of VideoPoints platform with a retrieval-augmented chatbot that answers from course lecture materials and returns timestamped citations. The chatbot retrieves only from the active course, uses chapter summaries to guide transcript ranking, and returns clickable timestamped citations. Students used it for quick lookups and exam review. Across 833 messages, 70.5% included citations, none crossed a course boundary, and when no lecture evidence matched, the chatbot usually declined rather than answering. Among the users, citations were the most consistently useful feature, while practice-question generation was the strongest unmet request. We also evaluated the design on the real-world test split of EduVidQA, a public multimodal benchmark for lecture-video question answering. Our design improved correct-lecture retrieval by 6.3 percentage points over dense-only retrieval. Together, the results show that effective deployment depends on course isolation, supported citations, and alignment with students' study practices.

S M Masrur Ahmed, Jaspal Subhlok

University of Houston

Evidence Retrieval Video Question Answering Selective QA Evidence-Grounded Generation Retrieval-Augmented Generation Question Answering+4

Aug 17, 2026

Study-Strategy Clusters from EdNet Logs Track Engagement, Not Mastery

Learning analytics often treats unsupervised clusters of intelligent tutoring system (ITS) logs as learner types that should predict learning. We test that assumption on EdNet-KT3. Clustering study-strategy features (resource use, revision, video, problem practice) for 5{,}000 active learners yields a silhouette-selected parent cut (

k=5

) with 4 contrast poles (reading-focused, video-heavy, revision-heavy, and problem-first) plus a large near-mean residual (

\sim

64.9%). Reclustering that residual adds four finer styles, giving a bootstrap-stable hierarchy of 8 named strategies. We split each learner's timeline by respond count so clusters use only the early half and outcomes only the late half. Early clusters predict later engagement (continuing to practice and finishing late sessions, especially persistence,

η^{2}\approx 0.106

; completion

η^{2}\approx 0.021

) but not later unassisted accuracy (correctness on late first-attempts without help;

p_{\mathrm{adj}}\approx 0.093

). Volume rises with some styles, yet volume-only clustering barely matches strategy labels (ARI

=0.064

). A knowledge-tracing model (SAKT) on the seven TOEIC exam sections predicts next correctness only modestly better than a baseline that knows only how hard each section usually is (AUC lift

+0.051

; CI

[+0.045,+0.058]

), and that mastery signal is nearly independent of behavior styles (ARI

=0.007

). Behavioral clustering here describes study styles and engagement, not knowledge gains.

Qingchuan Lyu, Yingxin Li, Albert Yang

Georgia Institute of Technology, Atlanta, GA, USA · New York University, New York, NY, USA

Educational Data Mining Education Clustering

Aug 10, 2026

ELBench: A Multi-Dimensional Benchmark for Education-Facing Large Language Models

Large language models are increasingly deployed in education as tutors, teaching assistants, and content generators. These roles place demands that ordinary question answering does not: a usable education-facing model is supposed to be accurate, safe under sensitive prompts, instructionally useful, and aligned with pedagogical goals at the same time. Existing benchmarks evaluate these requirements largely in isolation, so none assesses education-facing suitability as an integrated profile. We introduce ELBench, the first benchmark to evaluate all four requirements (General Capability, Safety and Trustworthiness, Basic Education, and High-Level Cultivation) on the same models under a common protocol, combining curated public sources with newly synthesized safety and cultivation data. We evaluate nine models, seven frontier general-purpose systems and two education-specialized variants, and report three findings. First, module-level profiles are more informative than a single aggregate: the top six models are statistically indistinguishable on overall score, yet their module leaders differ substantially, and safety is anti-correlated with practical teaching (r = -0.83). Second, the Chinese-developed models lead the safety module, the most discriminative in the suite; this advantage is largest on region-specific normative content and narrows, but does not vanish, on universal-harm content. Third, the two education-specialized models lead neither education module, and on High-Level Cultivation all models share a systematic blind spot: on the structured judgment task they converge on the same non-reference option, favoring pedagogical style over fit to the stated goal, so the module scores uniformly low and does not separate models. This raises, but does not resolve, whether domain post-training keeps pace with frontier systems on education tasks.

Yilin Jiang, Xiaorong Zhu, Fei Tan +9

1East China Normal University · 2The Hong Kong University of Science and Technology (Guangzhou) · 3Shanghai Jiao Tong University +1

LLM Safety Benchmarks LLM Evaluation AI in Education Education

Aug 6, 2026

KNOWPLAN: Knowledge-Driven AI Agents for Smart Degree Pathway Planning

Planning a degree from official university sources requires solving two problems in order. The institution's curriculum must first be reconstructed from catalogs, departmental pages, JSON endpoints, and PDFs that share no schema, and only then can a student-specific path be optimized under prerequisite logic and overlapping requirement constraints. Coupling the two lets each failure mode hide the other, because a planner that drives its own crawling never learns facts its current plan does not need. We present KnowPlan, which enforces an extraction-first boundary and measures the interface between the stages rather than assuming it. CatalogBrowse explores with no access to any user profile. It scores legal actions by lower-confidence expected marginal gain over a finite set of atomic catalog obligations per unit of source access, parses deterministically through platform adapters with a span-constrained clause-to-AST model fallback, and terminates on a closure certificate over index, schema, provenance, and reference completeness instead of a reward threshold. Its output contract is three provenance-linked JSON documents. DegreeMap consumes only those documents. It compiles them into a typed requirement hypergraph and optimizes lexicographically with CP-SAT over hard feasibility, completion horizon, load and risk, personalized utility, and option value, so that each stage optimizes inside the previous stage's proven optimum and stays certifiable within the solver budget. Across a 100-university broad track and a six-school dense track, CatalogBrowse reaches 96.2% inventory recall and 88.7% masked-source recovery at 47% less source access than an exhaustive crawler, DegreeMap holds 100.0% hard feasibility while improving personalized utility by +0.066 over the strongest baseline, and the full pipeline certifies 99.5% of requests with a utility gap to the privileged gold graph of 0.015.

Shuheng Cao, Weijia Zhang, Jiaqi Wu +4

University of California, San Diego · Yale University · University of North Carolina, Chapel Hill

Agentic Retrieval Education Higher Education

Aug 4, 2026

EduClaw-Bench: A Long-Horizon Benchmark for Pedagogical LLM Agents with Simulated Learners

Large language models (LLMs) power educational applications from tutoring to essay scoring, but each is a point solution to a single task, and only recently have these point solutions been integrated into agents operating over a learning management system (LMS). Yet tutoring is long-horizon, since a learner improves over days and weeks rather than in a single turn, and no benchmark evaluates an agent tutor across a sustained relationship. We introduce EduClaw-Bench, a benchmark that places an agent tutor in a continuous 30-day relationship with a simulated learner grounded in knowledge tracing (KT), whose knowledge-concept mastery, from a KT model trained on real-student data, drives its answers and is probed for learning gain across 55 scenarios. Each agent is scored on three primary axes (learning gain, responsiveness, and helpfulness) and two curriculum-design axes (Gagné and Rosenshine), with helpfulness and the curriculum axes judged by a cross-family panel of three LLM judges. Evaluating 10 agent adapters over three base-model tiers yields two findings that single-tier, single-session evaluation cannot reach. First, tutoring quality belongs to the base model and the agent harness together rather than either alone. Second, almost no combination sustains good tutoring over the full horizon. A calibration check (

\text{ECE}=0.049

) and a live-classroom field study confirm that the simulated learner and its measurements track reality. Our work is a step toward trustworthy AI tutors for future education.

Unggi Lee, Sookbun Lee, Yeil Jeong +3

Korea University Sejong Campus · Opentutorials · Indiana University +2

Intelligent Tutoring Systems AI in Education LLM Agent Evaluation Long-Horizon Agent Evaluation AI Agent Benchmarks Education

Aug 3, 2026

PredActBench: Benchmarking Tool-Augmented Dialogue under Controlled Tool Noise

Large language model (LLM) agents are increasingly used to support decisions by calling external tools. Existing work on LLM tool-calling assumes these tools are perfectly reliable. However, in many applications, the tools are statistical predictors with non-trivial errors. We introduce PredActBench, a benchmark for evaluating dialogue agents that work with imperfect predictive tools, using education as a testbed. First, we build a benchmark in which LLMs work with noisy predictors to guide users' decisions. Second, we extend two prior metrics for trust calibration, Relative AI-Reliance and Relative Self-Reliance, to multi-turn dialogue. Third, we evaluate 13 LLMs on OULAD and our released PredAct-CS dataset of 60 courses with real final grades and synthetic weekly scores, alongside a human study involving 13 instructors and teaching assistants. We find that when tools are noisy, SOTA models rarely make predictor uncertainty visible to users, with our strongest baseline GPT-5.5 achieving an F1 of 57.2. As a result, users over-rely on incorrect predictions and unsupported claims, showing that task accuracy alone is not enough for AI decision support and agents must communicate when their tools may be wrong. We release PredActBench to support the development of LLM agents that help users calibrate their reliance.

Abdulrahman AlRabah, Xiaocheng Yang, Dilek Hakkani-Tür +1

University of Illinois Urbana-Champaign

Human-AI Decision Making AI-Assisted Decision Making Tool-Augmented Language Model Agents AI in Education Education AI Agent Reliability+3

Jul 30, 2026

Rethinking LLM-Judged Helpfulness as a Pedagogy Signal: A Pre-Registered Audit Across Tutor Models

LLM tutoring poses a measurement problem: can a general-purpose helpfulness rubric distinguish direct answer-giving from pedagogical guidance? We audit this signal in a pre-registered study. Within each of three tutor bases, we compare conversational and pedagogical policies instantiated with the same underlying model and paired with one fixed weak simulated student. Deterministic detectors measure answer leakage and next-turn independent work. Claude Opus 4.8 is the frozen, condition-blind primary judge. After the Opus scores were fixed, GPT-5.6 Sol was prospectively specified for a post hoc robustness audit of the same 1,179 confirmatory answer-phase tutor turns under the frozen helpfulness and pedagogy rubrics. On the primary base under Opus, the policies do not differ significantly in helpfulness but are perfectly rank-separated under the pedagogy rubric (Cliff's

|δ|{=}0.10

vs.

1.0

). Across the two judges, pedagogy contrasts retain their direction where detected, whereas the helpfulness ordering is judge-contingent, reversing between judges on two of three bases. In an Opus-only ablation, seven primary-base policies span

2.3

points in mean judged pedagogy within a

0.25

-point band of mean judged helpfulness. Separately, answer-revealing turns are followed by less independent student work on every base, a result that is judge-invariant by construction. In this controlled setting, general-purpose helpfulness is not a reliable pedagogy signal. Tutor evaluation should pair pedagogy-targeted rubrics with deterministic process measures.

Shuyi Fan, Boyuan Deng, Mengyu Xu +4

Columbia University, USA · Johns Hopkins University, USA · The University of Chicago, USA +4

LLM Evaluation LLM-as-a-Judge Intelligent Tutoring Systems Generative AI in Education Educational Dialogue Systems Education

Jul 28, 2026

AIriskEval-edu Demo: Auditing of Pedagogical Risks in Educational Explanations

We present AIriskEval-edu Demo, a platform that audits the pedagogical quality of instructional explanations and provides explainable audit results. The platform evaluates an explanation against a rubric covering five dimensions of pedagogical risk: factual accuracy, depth and completeness, focus and relevance, student-level appropriateness, and ideological bias. For each dimension, it returns a binary decision and a confidence score. Detected risks also include a natural-language rationale and, except for Depth and Completeness, a localized evidence span. The platform integrates GPT-5.5 through an external API and a self-hosted Llama 3.1 8B evaluator that runs on consumer-grade GPUs. The local evaluator is fine-tuned on AIriskEval-edu, a dataset of K-12 instructional explanations with risk and explainability annotations. The platform operates in two modes: in AI mode, both evaluators assess stored explanations generated under six simulated teacher profiles, each representing a distinct pedagogical behavior and potential risk; in human mode, the local evaluator audits user-written explanations in real time. The local evaluator outperforms GPT-5.5 on most reported metrics, offering educational institutions a practical way to keep audited content within their own infrastructure.

Javier Irigoyen, Roberto Daza, Francisco Jurado +5

BiometricsAI, Universidad Autónoma de Madrid (UAM), Spain · GHIA, Universidad Autónoma de Madrid (UAM), Spain · Universidad de Las Palmas de Gran Canaria (ULPGC), Spain

Generative AI in Education Explainability Evaluation Language Model Auditing Explanation Evaluation Education

Jul 20, 2026

EduPanel: A Three-Agent LLM Judge for Teaching Videos -- Reliability, Complementarity, and Human Trust Calibration

Teaching videos are becoming a major medium for education, creating a growing need for scalable evaluation of their pedagogical quality. Existing automatic judges do not fully address this setting because teaching quality depends on multimodal evidence and should be evaluated with respect to the intended learner rather than as a universal property. We present EduPanel, a rubric-grounded, learner-conditioned LLM judge that decomposes evaluation across specialized agents to produce interpretable assessments for different aspects of teaching quality. Across expert studies, architecture ablations, and learner-persona analyses, EduPanel achieves reliability comparable to a median human expert. In expert evaluation, its feedback improves scoring accuracy (MAE 0.87 to 0.73), while experts remain able to detect unreliable outputs (AUC = 0.77) instead of accepting them blindly. These results suggest that EduPanel can serve as effective assistants for educational evaluation rather than replacements for human experts.

Jia-Kai Dong, Yi-Cheng Lin, Hung-yi Lee

National Taiwan University · NTU Artificial Intelligence Center of Research Excellence

LLM-as-a-Judge Educational Assessment Human-in-the-Loop Evaluation Multi-Agent Systems Rubric-Based Evaluation Education

Jul 8, 2026

VectorizationLLM: Smart Vectorization Based AI Assistant

VectorizationLLM is a specialized Large Language Model based on Google open-weight LLMs. The model is designed to assist students to learn smart vectorization, time/wave vector analysis, piecewise functions, Fourier analysis, and differential equations in MATLAB. The course application is CTEC 247: Applied Computational Analysis II by the Department of Electrical & Computer Engineering Technology at New York Institute of Technology Old Westbury. The LLM model is designed to be an instructive assistant, providing detailed explanations of concepts with examples from in-class notes without providing direct answers to questions. The model is designed with a RAG (Retrieval Augmented Generation) knowledge base and system prompt architecture. Examples in both code, text, and images are provided in the LLM responses.

Ryan Duke

Department of Electrical & Computer Engineering Technology, New York Institute of Technology, Old Westbury, NY, USA

Intelligent Tutoring Systems Educational Technology Education

Jul 2, 2026

EduArt: An educational-level benchmark for evaluating art history knowledge in large language models

Large language models now score near ceiling on general benchmarks, but these aggregate measures reveal little about how models behave within single disciplines. Existing art-focused evaluations rely on synthetic questions and rarely report item-level properties. This paper introduces EduArt, an educational-level benchmark for art-historical knowledge and visual reasoning in multimodal LLMs. EduArt comprises 871 human-authored questions from Italian secondary-school exercises and US Advanced Placement Art History exams, spanning two languages and seven formats from multiple choice to in-text word placement and error identification. Twelve models from six provider families were evaluated under a default answer-only condition and a motivation condition requiring written justification, and characterized using Classical Test Theory and a logistic regression isolating the effects of format, language, image presence, and model. The benchmark showed strong psychometric properties (mean discrimination 0.514, 82.3 percent good discriminators), while multiple-choice accuracy saturated near ceiling for six models, showing recognition formats alone cannot distinguish frontier models. Format was a strong independent predictor of accuracy: models exceeding 94 percent on multiple choice fell to 23.9 percent on open completion (Claude Opus 4.6) and 6.2 percent on error identification (Claude Sonnet 4.6). The motivation condition changed accuracy in a predominantly negative, family-dependent direction. These dissociations indicate that art-historical knowledge and the ability to deploy it are distinct capabilities, and that single-format benchmarks overestimate what models can reliably do. Mapping this capability profile is a precondition for responsible use of multimodal LLMs in art-historical scholarship, where tasks demand producing and manipulating content rather than selecting from fixed options.

Gianmarco Spinaci, Lukas Klic, Giovanni Colavizza

Department of Classical Philology and Italian Studies, University of Bologna, Bologna, Italy · Villa i Tatti – The Harvard University Center for Italian Renaissance Studies, Firenze, Italy · Center for Computational and Digital Humanities, University of Copenhagen, Copenhagen, Denmark

Educational Assessment Multimodal QA Multimodal Model Evaluation Education

Jun 18, 2026

Learning to Prompt: Improving Student Engagement with Adaptive LLM-based High-School Tutoring

LLMs can personalize education, although current static-prompt tutoring systems struggle to adapt to diverse academic disciplines. We develop and test a system with subject-aware prompting, based on 14 pedagogical features (e.g., tutor scaffolding, student understanding) extracted from raw transcripts. We first train a prompt routing model in a simulation environment, and then deploy it for online adaptation with actual high-school students. The simulation benchmark shows the router outperforming two static baselines (

0.694

vs.

0.647

and

0.64

,

p<0.001

). A/B testing (

N=656

conversations from 359 students) shows sim-to-real transfer where the model switches from analytical to scaffolding learning strategies. Our adaptive prompt selection mechanism improves instructional efficiency, maintains pedagogical quality and reduces interactions by around 3 turns (

p=0.007

). While a greedy router achieves a comparable exercise conversion rate with the baseline (

19.1\%

vs.

19.6\%

), a stochastic router that samples strategies leads to a higher conversion rate (

28.1\%

).

Po-Chin Chang, Nicholas Hogan, Aske Plaat +1

Leiden University · FutureWhiz

Prompt Learning Intelligent Tutoring Systems Generative AI in Education Educational Dialogue Systems Education Personalized Learning

Jun 16, 2026

Redact or Keep? A Fully Local AI Cascade for Educational Dialogue De-Identification

Educational dialogue is a valuable but sensitive resource for research: the same transcripts that capture authentic learning often capture personally identifiable information (PII) entangled with curricular content, where "Riemann" may refer to a real student or to a mathematical concept. Existing approaches force a tradeoff between governance and accuracy. Commercial Large Language Models (LLMs) can handle this ambiguity but require sending student data to third parties, while local named entity recognition (NER) systems preserve governance but over-redact curricular terms. We propose a fully local cascade framework that reframes de-identification from open-ended entity recognition to constrained privacy triage. A recall-first union proposer combines two lightweight encoders with deterministic rules to over-generate candidate spans; a context-aware reviewer then makes a binary Redact/Keep decision for each candidate using surrounding dialogue and speaker role. We evaluate three reviewer configurations against same-family LLM-only baselines and a commercial API on math tutoring transcripts from two large platforms. The strongest local configuration reaches 0.958 macro F1, compared with 0.767 for a same-family LLM-only baseline and 0.706 for the commercial API, while running entirely on a single laptop. On a targeted challenge set of curricular-personal name ambiguity, the same configuration degrades by only 0.03 F1 versus 0.19 to 0.25 for smaller reviewers. These results suggest that for educational de-identification, problem formulation matters more than model scale.

Haocheng Zhang, Zhuqian Zhou, Kirk Vanacore +2

Cornell University, Ithaca, NY, USA

AI in Education Privacy-Preserving ML PII Detection Education

Jun 15, 2026

Beyond Helpfulness: A Teaching-over-Solving Diagnostic for Measuring Educational Impact in LLM Tutors

Large language models are increasingly proposed as educational tutors, yet stronger task-solving ability does not necessarily imply stronger learning support. Motivated by recent calls to measure the social impact of NLP systems in practice, we study whether public LLM tutoring benchmarks distinguish learning-supportive behavior from mere answer production. We propose a lightweight diagnostic based on the gap between solving-oriented and pedagogy-oriented benchmark performance. Using public MathTutorBench leaderboard results, we show that these dimensions are only partially aligned: across eight publicly reported models, the correlation between solving and pedagogy composites is 0.421, and several models shift meaningfully in rank when evaluation moves from solving to pedagogy. We then analyze the public TutorBench sample and show that agency-relevant behaviors are explicitly encoded in benchmark rubrics, especially in active-learning settings that reward guiding questions, calibrated hints, and non-disclosive scaffolding. Together, these findings suggest that educational-impact evaluation should not treat task success as a sufficient proxy for learning support. We argue that public tutoring benchmarks can better support positive-impact evaluation by reporting solving-oriented and pedagogy-oriented scores separately and by making disclosure-sensitive, student-agency-preserving criteria more explicit.

Junyi Yao, Zihao Zheng, Baichuan Li

Washington University in St. Louis, St. Louis, MO, USA · Department of Operations Research and Engineering Management, Southern Methodist University, Dallas, TX, USA

LLM Evaluation Intelligent Tutoring Systems Educational Assessment Generative AI in Education Education

Jun 13, 2026

LearnOpt: Recovering the Latent Cognitive Structure of Standardized Examinations via Knowledge Graphs and Constrained Optimization

Standardized examinations are typically treated as uniform syllabus coverage problems. We argue they are better understood as adversarial systems with stable latent cognitive structures diverging systematically from official syllabi. We introduce LearnOpt, which recovers this structure from historical question papers and generates personalized, time-bounded study plans. Applied to nine years of NEET questions (2016-2024, n=1,496), LearnOpt builds an exam knowledge graph from LLM-tagged questions, extracts a five-category latent skill distribution, and formulates study planning as a knapsack-variant optimization over prerequisite-aware subgraphs with Bayesian Knowledge Tracing. Central finding: NEET's latent skill distribution is stable within a syllabus regime (consecutive-year KL divergence 0.004-0.032 for 2016-2021, non-significant under permutation testing) but shifts significantly with NCERT's 2023 syllabus rationalization: pooling 2016-2021 (n=1,072) vs 2023-2024 (n=392) gives KL=0.040 (p=0.0005), with Elimination/Negation questions rising from ~20-29% to ~31-35%. Latent structure, while not permanently stationary, is piecewise stable, with shifts detectable and attributable to curricular events. Within either regime, subject predicts skill profile more strongly than year. An optimization evaluation, using one real and two synthetic mastery profiles, shows the skill-weighted objective produces a modest but real reordering of recommended topics over a mastery-conditioned frequency baseline. Applying the pipeline to JEE Advanced reveals a profile dominated by Multi-concept Integration (80.9% vs. 33.3% for NEET), with a JEE-vs-NEET divergence (KL=0.505) exceeding NEET's largest cross-subject divergence: exam tier shapes latent cognitive structure more than subject, which shapes it more than time within a regime. Code, knowledge graph, and annotated dataset are released publicly.

Joy Bose, Om Thomas

Independent Researchers Bengaluru, India

Cognitive Modeling Educational Assessment Educational Data Mining Education

Jun 12, 2026

LessonBench-V1: A Benchmark Dataset for Evaluating AI Lesson Generation Agents

Large Language Model (LLM) based AI educational content generation systems are increasingly being developed, yet no standardised benchmark exists to systematically evaluate them. This study introduces LessonBench-V1, a benchmark dataset comprising 647 human-written lessons paired with LLM-based reverse-engineered lesson plans across 240 STEM topics spanning mathematics, physics, chemistry, and computer science. The lessons are drawn from 97 trusted open sources, including LibreTexts, Brilliant.org and GeeksForGeeks. Each lesson plan is human-reviewed and produced through a pedagogically grounded methodology that synthesises Bloom's Taxonomy, Gagné's Events, Merrill's First Principles, and the 5E Instructional Model. The lesson plans capture 3,620 learning objectives with pedagogical metadata, enabling systematic, reproducible evaluation of lesson-generation AI agents and supporting further research. The study further proposes a three-dimensional evaluation pipeline for use with the dataset.

Ravidu Suien Rammuni Silva, Ahmad Lotfi, Isibor Kennedy Ihianle +2

Department of Computer Science, Nottingham Trent University, Nottingham, UK · Department of Physics and Mathematics, Nottingham Trent University, Nottingham, UK

Educational Assessment Generative AI in Education AI Agent Benchmarks Text Generation Generative AI Evaluation Education

Jun 4, 2026

Elmes*: Automated Construction of Fine-Grained Evaluation Rubrics for Large Language Models in Long-Tail Educational Scenarios

Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know. Existing benchmarks emphasize domain-general correctness or depend on manually designed rubrics that scale poorly to long-tail pedagogical scenarios. We introduce Elmes*, an end-to-end framework for constructing, refining, and applying fine-grained scenario-specific rubrics. Elmes* combines a declarative multi-agent engine for teacher--student--judge interactions with SceneGen, a self-evolving module that co-optimizes evaluation criteria and test data from expert-defined pedagogical dimensions. Using Elmes*, we build Edu-330, covering 330 scenarios across 11 subjects, 3 grade bands, and 10 task types, with over 1{,}000 second-level indicators. Experiments on Edu-330 and four expert-authored gold-standard scenarios show that educational capability is multidimensional: top-tier LLMs differ mainly in creativity and values integration, knowledge-strong models may fail at Socratic scaffolding, and the education-specialized InnoSpark achieves the best human-evaluated average score. LLM judges preserve human-comparable rankings with much lower scoring variance, but exhibit judge-specific biases such as self-preference. Ablations show that expert-scored few-shot anchoring improves human--LLM alignment, while reasoning enforcement and greedy decoding are model-dependent. Elmes* thus provides scalable diagnostic infrastructure for pedagogically grounded LLM evaluation.

Tao Liu, Ye Lu, Ruohua Zhang +4

1Shanghai Institute of AI for Education, East China Normal University, Shanghai 200062, China · School of Computer Science and Technology, East China Normal University, Shanghai 200062, China · 3Shanghai Innovation Institute, Shanghai 200231, China

Automatic Rubric Generation LLM Evaluation LLM-as-a-Judge Language Model Generation Evaluation Rubric-Based Evaluation Education

Jun 2, 2026

Using Text-Based Causal Inference to Disentangle Factors Influencing Online Review Ratings

Online reviews provide valuable insights into the perceived quality of facets of a product or service. While aspect-based sentiment analysis has focused on extracting these facets from reviews, there is less work understanding the impact of each aspect on overall perception. This is particularly challenging given correlations among aspects, making it difficult to isolate the effects of each. This paper introduces a methodology based on recent advances in text-based causal analysis, specifically CausalBERT, to disentangle the effect of each factor on overall review ratings. We enhance CausalBERT with three key improvements: temperature scaling for better calibrated treatment assignment estimates; hyperparameter optimization to reduce confound overadjustment; and interpretability methods to characterize discovered confounds. In this work, we treat the textual mentions in reviews as proxies for real-world attributes. We validate our approach on real and semi-synthetic data from over 600K reviews of U.S. K-12 schools. We find that the proposed enhancements result in more reliable estimates, and that perception of school administration and performance on benchmarks are significant drivers of overall school ratings.

Linsen Li, Aron Culotta, Nicholas Mattei

Department of Computer Science Tulane University, New Orleans, LA, USA

Causal Effect Estimation Education Causal Inference

May 26, 2026

Are Video Models Zero-Shot Learners and Reasoners in Education? EduVideoBench, A Knowledge-Skills-Attitude Benchmark for Educational Video Generation

Video generation models (VGMs) are rapidly entering classrooms, yet existing benchmarks evaluate only perceptual quality, intrinsic faithfulness, generic safety, or video as a reasoning medium, and none assesses whether the outputs are educationally valid. In this work, we present EduVideoBench, the first balanced benchmark in the education domain, grounded in the Knowledge-Skills-Attitude (KSA) framework so that pedagogical adequacy and educational safety are evaluated jointly rather than as ad-hoc quality dimensions. Across five frontier VGMs, our results show substantial room for improvement across knowledge, skills, and attitude before they are classroom-ready. We complement this with a qualitative analysis of expert comments, finding that educational validity is multi-component, where a single misaligned element such as pacing, legibility, or notation can invalidate an otherwise correct video. We hope EduVideoBench will guide the development of VGMs that are pedagogically grounded and safe for the classroom.

Unggi Lee, Hoyoung Ahn, Yoon Choi +16

Korea University Sejong Campus · Cardiff Metropolitan University · Seoul National University +10

Generative AI in Education Video Generation Video Generation Evaluation Education