Exploring the Utilities of the Rationales from Large Language Models to Enhance Automated Essay Scoring

This study explored the utilities of rationales generated by GPT-4.1 and GPT-5 in automated scoring using Prompt 6 essays from the 2012 Kaggle ASAP data. Essay-based scoring was compared with rationale-based scoring. The study found in general essay-based scoring performed better than rationale-based scoring with higher Quadratic Weighted Kappa (QWK). However, rationale-based scoring led to higher scoring accuracy in terms of F1 scores for score 0 which had less representation due to class imbalance issues. The ensemble modeling of essay-based scoring models increased the scoring accuracy at both specific score levels and across all score levels. The ensemble modeling of essay-based scoring and each of the rationale-based scoring performed about the same. Further ensemble of essay-based scoring and both rationale-based scoring yielded the best scoring accuracy with QWK of 0.870 compared with 0.848 reported in literature.

Exploration of Summarization by Generative Language Models for Automated Scoring of Long Essays

BERT and its variants are extensively explored for automated scoring. However, a limit of 512 tokens for these encoder-based models showed the deficiency in automated scoring of long essays. Thus, this research explores generative language models for automated scoring of long essays via summarization and prompting. The results revealed great improvement of scoring accuracy with QWK increased from 0.822 to 0.8878 for the Learning Agency Lab Automated Essay Scoring 2.0 dataset.

Understanding the Thinking Process of Reasoning Models: A Perspective from Schoenfeld's Episode Theory

While Large Reasoning Models (LRMs) generate extensive chain-of-thought reasoning, we lack a principled framework for understanding how these thoughts are structured. In this paper, we introduce a novel approach by applying Schoenfeld's Episode Theory, a classic cognitive framework for human mathematical problem-solving, to analyze the reasoning traces of LRMs. We annotated thousands of sentences and paragraphs from model-generated solutions to math problems using seven cognitive labels (e.g., Plan, Implement, Verify). The result is the first publicly available benchmark for the fine-grained analysis of machine reasoning, including a large annotated corpus and detailed annotation guidebooks. Our preliminary analysis reveals distinct patterns in LRM reasoning, such as the transition dynamics between cognitive states. This framework provides a theoretically grounded methodology for interpreting LRM cognition and enables future work on more controllable and transparent reasoning systems.

Comparing Human and AI Rater Effects Using the Many-Facet Rasch Model

Large language models (LLMs) have been widely explored for automated scoring in low-stakes assessment to facilitate learning and instruction. Empirical evidence related to which LLM produces the most reliable scores and induces least rater effects needs to be collected before the use of LLMs for automated scoring in practice. This study compared ten LLMs (ChatGPT 3.5, ChatGPT 4, ChatGPT 4o, OpenAI o1, Claude 3.5 Sonnet, Gemini 1.5, Gemini 1.5 Pro, Gemini 2.0, as well as DeepSeek V3, and DeepSeek R1) with human expert raters in scoring two types of writing tasks. The accuracy of the holistic and analytic scores from LLMs compared with human raters was evaluated in terms of Quadratic Weighted Kappa. Intra-rater consistency across prompts was compared in terms of Cronbach Alpha. Rater effects of LLMs were evaluated and compared with human raters using the Many-Facet Rasch model. The results in general supported the use of ChatGPT 4o, Gemini 1.5 Pro, and Claude 3.5 Sonnet with high scoring accuracy, better rater reliability, and less rater effects.

Investigating AI Rater Effects of Large Language Models: GPT, Claude, Gemini, and DeepSeek

Large language models (LLMs) have been widely explored for automated scoring in low-stakes assessment to facilitate learning and instruction. Empirical evidence related to which LLM produces the most reliable scores and induces least rater effects needs to be collected before the use of LLMs for automated scoring in practice. This study compared ten LLMs (ChatGPT 3.5, ChatGPT 4, ChatGPT 4o, OpenAI o1, Claude 3.5 Sonnet, Gemini 1.5, Gemini 1.5 Pro, Gemini 2.0, as well as DeepSeek V3, and DeepSeek R1) with human expert raters in scoring two types of writing tasks. The accuracy of the holistic and analytic scores from LLMs compared with human raters was evaluated in terms of Quadratic Weighted Kappa. Intra-rater consistency across prompts was compared in terms of Cronbach Alpha. Rater effects of LLMs were evaluated and compared with human raters using the Many-Facet Rasch model. The results in general supported the use of ChatGPT 4o, Gemini 1.5 Pro, and Claude 3.5 Sonnet with high scoring accuracy, better rater reliability, and less rater effects.

The Rise of Artificial Intelligence in Educational Measurement: Opportunities and Ethical Challenges

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.