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This research evaluates methods for automating the assessment of student teams in cybersecurity tabletop exercises, comparing traditional clustering techniques against large language models. The study finds that while earlier LLM versions struggled with alignment to instructor rubrics, a newer model (GPT-5.2) significantly reduced error rates when analyzing team communication data. These findings offer practical pathways for integrating automated feedback loops into open-source educational platforms like INJECT without requiring heavy computational resources.
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Assessment in Team Problem-Solving Exercises in Computing Education

arXiv3 min read

arXiv:2607.19209v1 Announce Type: cross Abstract: This full paper in the research-to-practice track presents methods for assessing student teams in tabletop exercises (TTXs). TTXs enable learner teams to prepare for workplace tasks and practice crisis responses, such as resolving cybersecurity incidents. While assessment is essential for determining how well teams achieve learning objectives, the complex, open-ended nature of TTXs often leads to delayed or incomplete feedback. TTX learning platforms can record teams' actions and communication; yet, leveraging these data to assess performance is underexplored. To address this gap, we compared two post-TTX team assessment methods -- clustering and large language models (LLMs) -- using an original dataset from 81 participants across two countries. We evaluated these methods against instructor-assigned scores based on standardized rubrics. Clustering grouped teams that approached TTX tasks similarly, enabling instructors to deliver faster, targeted feedback to teams within a cluster. This method was valid and reliable, with low computational requirements. LLMs used the standardized rubrics to assess teams' communication. While GPT-4o frequently disagreed with instructor scores, GPT-5.2 demonstrated considerably lower error. The researched methods have been integrated into INJECT, an open-source TTX learning platform, to support scalability and teaching practice. To encourage community adoption, we publicly share all datasets, software tools, and a full-fledged TTX scenario.

Abstract:This full paper in the research-to-practice track presents methods for assessing student teams in tabletop exercises (TTXs). TTXs enable learner teams to prepare for workplace tasks and practice crisis responses, such as resolving cybersecurity incidents. While assessment is essential for determining how well teams achieve learning objectives, the complex, open-ended nature of TTXs often leads to delayed or incomplete feedback. TTX learning platforms can record teams' actions and communication; yet, leveraging these data to assess performance is underexplored. To address this gap, we compared two post-TTX team assessment methods -- clustering and large language models (LLMs) -- using an original dataset from 81 participants across two countries. We evaluated these methods against instructor-assigned scores based on standardized rubrics. Clustering grouped teams that approached TTX tasks similarly, enabling instructors to deliver faster, targeted feedback to teams within a cluster. This method was valid and reliable, with low computational requirements. LLMs used the standardized rubrics to assess teams' communication. While GPT-4o frequently disagreed with instructor scores, GPT-5.2 demonstrated considerably lower error. The researched methods have been integrated into INJECT, an open-source TTX learning platform, to support scalability and teaching practice. To encourage community adoption, we publicly share all datasets, software tools, and a full-fledged TTX scenario.

Computers and Society (cs.CY); Artificial Intelligence (cs.AI); Machine Learning (cs.LG)

arXiv:2607.19209 [cs.CY]

(or arXiv:2607.19209v1 [cs.CY] for this version)

https://doi.org/10.48550/arXiv.2607.19209 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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Full text under the publisher's open licence · 305 words

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