Stub — pending source ingestion. AI-powered automated grading and assessment systems for educational contexts.
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📎 41 other pages tagged automated-grading
- A Durability and Cross-Language Transfer Benchmark for a Validated Teaching-Feedback Classification Protocol
- Advancing diagram-based reasoning in AI tutoring systems: a structural approach for STEM education
- AI Assistance for Discretionary Work: Increasing Feedback Provision in Higher Education
- AI-based scoring systematically underestimates conceptual understanding of linguistically weak students' explanations in physics
- AI-Driven Assessment of Human Tutors: Linking Training Performance to Real-Life Practice
- AiAWE: An Open-Source LLM Automated Writing Evaluation System Using LoRA-Adapted Instruction-Tuned Models
- AICoFe: Implementation and Deployment of an AI-Based Collaborative Feedback System for Higher Education
- AISSA: AI-based Student Slides Analysis Tool for Academic Presentations
- Are LLM-based Chatbots Good Enough to Support Computer Science Students in Multiple-Choice Exercises?
- Automated Grading of Handwritten Mathematics Using Vision-Capable LLMs
- Automated Grading of Linux/Bash Examinations Using Large Language Models
- Automated Question Generation
- Automatic Short Answer Grading with LLMs
- Catching The Correct Answer Trap: Characterising AI Tutor Blind Spots When Analysing Student Reasoning
- Comparative Validation of GPT-4o-mini and Teacher Mean Scores for Automated Scoring of Music Analysis Responses: Single-Pass Deployment, Repeatability, and Strategy-Specific Bias
- Comparing human and LLM ordered coding of qualitative data: How coding differences cascade through temporal analysis
- Confidence-Aware Automated Assessment of Student-Drawn Scientific Models
- Confidence-Aware Automatic Short Answer Grading
- CoTAL: Human-in-the-Loop Prompt Engineering for Generalizable Formative Assessment Scoring and Feedback
- Cross-Dataset Bloom Question Classification: Supervised Models and Prompted LLMs
- Ensuring Reliability in Programming Knowledge Tracing: A Re-evaluation of Attention-augmented Models and Experimental Protocols
- Exploring the Effectiveness of Using LLMs for Automated Assessment of Student Self Explanations in Programming Education
- From Memorization to Creation: Evaluating the Cognitive Depth of LLM-Generated Educational Questions
- Generate-Then-Validate: Question Generation for Education
- Generative AI as a Design Variable: An Evidence-Centered Framework for Principled Governance in STEM Assessment
- Hybrid E-Assessment in Higher Education: Semi-Automated Grading of Paper-Based Written Examinations
- ICLE++: Modeling Fine-Grained Traits for Holistic Essay Scoring
- Knowledge Distillation for Automated AI Tutor Evaluation
- KT4EQG: Personalized Exercise Question Generation via Knowledge Tracing
- LaTA: A Drop-in, FERPA-Compliant Local-LLM Autograder for Upper-Division STEM Coursework
- LLM-Generated Feedback in Introductory Programming: A Classroom Study
- Modernizing Ground Truth: Four Shifts Toward Improving Reliability and Validity in AI in Education
- PsyScore: A Psychometrically-Aware Framework for Trait-Adaptive Essay Scoring and ZPD-Scaffolded Feedback
- Quality-Conditioned Agreement in Automated Short Answer Scoring: Mid-Range Degradation and the Impact of Task-Specific Adaptation
- REC-CBM: Rubric-Aware Error-Correction Concept Bottleneck Models for Trustworthy Open-Ended Grading
- Rethinking LLM-Judged Helpfulness as a Pedagogy Signal: A Pre-Registered Audit Across Tutor Models
- The Correct Answer Trap: Pedagogically-Grounded Detection and Feedback for Hidden Misconceptions
- The Effect of High-Frequency, Automatically-marked Formative Assessments on Student Outcomes in A-Level Sciences
- The Theoretical Foundation of Socratic Tests: Dynamic, Multimodal, Conversational Examinations
- The Tutoring Effectiveness Index: Predicting LLM Math Tutor Quality from Four Conversation Signals
- Towards Self-Referential Analytic Assessment: A Profile-Based Approach to L2 Writing Evaluation with LLMs