I code or AI code: A comparative evaluation of AI-rated scores in classroom observations

Abstract:Classroom observations are widely recognized as a key tool for establishing benchmarks of education quality and guiding pedagogical improvement, yet they remain resource-intensive and dependent on trained observers. This study evaluated the feasibility of using a LLM (GPT-5 model) to score teacher-child interactions in early childhood classrooms, benchmarked against human raters. The study analyzed 87 video-recorded observations from 38 classrooms across 30 kindergartens in Hong Kong. Using observation transcripts, the AI model was configured to apply the full Classroom Assessment Scoring System (CLASS) framework. AI-rated scores were then compared with human ratings by examining correlations and differences in mean scores of the CLASS domains and dimensions. The results showed greater convergence between AI and raters for the Emotional Support domain and, in particular, the Quality of Feedback dimension, which captures how teachers use feedback to extend children's learning. Greater divergence emerged for interactions that were more procedural or context-dependent, particularly within the Classroom Organization and Instructional Support domains. These findings suggest that transcript-based AI scoring may capture some of the relative variation in teacher-child interactions but cannot yet reproduce calibrated human judgements consistently across the full CLASS framework. AI-assisted observation may therefore be more appropriate as a preliminary screening tool rather than as a replacement for trained observers, providing teachers with evidence for reflection rather than high-stakes evaluation. Future research should examine whether domain-specific training and incorporation of contextual and visual information can improve alignment between AI and human rated scores.

Computation and Language (cs.CL); Artificial Intelligence (cs.AI)

arXiv:2609.18274 [cs.CL]

(or arXiv:2609.18274v1 [cs.CL] for this version)

https://doi.org/10.48550/arXiv.2609.18274 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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