Evaluation of pre-trained models for pedagogical assessment of novel AI-assisted educational questions

arXiv:2609.27749v1 Announce Type: new Abstract: The surge in AI-assisted generation of educational materials has outpaced our capacity to validate their pedagogical quality. Automated evaluation using Bloom Classifier models is a promising approach to assess educational materials at scale. These models show high accuracy within-distribution dataset (IID Dataset). However, applying the same models to new out-of-distribution (OOD) datasets such as AI-assisted generated questions could show performance degradation. To identify robust classifiers under dataset shift, we evaluated traditional Machine Learning (ML), transformer, and Large Language models on the Bloom level classification task. We also explored feature-engineering strategies incorporating NLP metrics, appending the learning objectives as part of the input, and text splicing to stabilize OOD performance. Our baseline tests show that TFPOS-IDF ML models perform poorly on OOD (Macro F1-score 0.48) compared to BERT (0.55) and LLMs (0.79). Text splicing improved macro F1-score performance of ML and BERT models (0.59 and 0.62, respectively). Appending the learning objectives with the input increased model performance on specific dataset. Model retraining provided the largest improvement across models and datasets. Overall, these findings highlight the trade-off on the use of pre-trained models with novel AI-assisted educational questions and how strategic feature enhancements help address loss in performance.

Abstract:The surge in AI-assisted generation of educational materials has outpaced our capacity to validate their pedagogical quality. Automated evaluation using Bloom Classifier models is a promising approach to assess educational materials at scale. These models show high accuracy within-distribution dataset (IID Dataset). However, applying the same models to new out-of-distribution (OOD) datasets such as AI-assisted generated questions could show performance degradation. To identify robust classifiers under dataset shift, we evaluated traditional Machine Learning (ML), transformer, and Large Language models on the Bloom level classification task. We also explored feature-engineering strategies incorporating NLP metrics, appending the learning objectives as part of the input, and text splicing to stabilize OOD performance. Our baseline tests show that TFPOS-IDF ML models perform poorly on OOD (Macro F1-score 0.48) compared to BERT (0.55) and LLMs (0.79). Text splicing improved macro F1-score performance of ML and BERT models (0.59 and 0.62, respectively). Appending the learning objectives with the input increased model performance on specific dataset. Model retraining provided the largest improvement across models and datasets. Overall, these findings highlight the trade-off on the use of pre-trained models with novel AI-assisted educational questions and how strategic feature enhancements help address loss in performance.

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

arXiv:2609.27749 [cs.AI]

(or arXiv:2609.27749v1 [cs.AI] for this version)

https://doi.org/10.48550/arXiv.2609.27749 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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Evaluation of pre-trained models for pedagogical assessment of novel AI-assisted educational questions

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