Automated item evaluation (AIE) refers to the use of computational methods to assess item quality without requiring manual expert review or field testing of the items under evaluation. We aimed to build a near-comprehensive AIE model by predicting item acceptance and rejection from item text using historical rejection data from a large-scale standardized testing program. The dataset contained 52,759 English language arts (ELA) and mathematics items with 34% permanently rejected from future operational use. Rejection reasons included poor psychometric properties, content issues, bias and sensitivity concerns, and non-content issues. We fine-tuned a DeBERTaV3-large classifier on raw item text, a second DeBERTa classifier on Qwen3-generated item critiques, and a fusion model combining representations from both. The fusion model achieved the strongest overall performance (Accuracy = .75, F1 = .64, AUC = .80, Sensitivity = .64, Specificity = .81). Prediction for math (F1 = .73, AUC = .86) was considerably more accurate than ELA (F1 = .51, AUC = .72). Lowering the decision threshold from .5 to .25 raised average sensitivity for ELA and math to .88 and .91, while reducing specificity to .31 and .56, respectively, which may be preferable in automated item generation contexts where generating items is cheaper than evaluating them. Incorporating item critiques alongside raw item text improved performance across most rejection reasons. The model assigned higher rejection probabilities to more difficult items. However, the fusion model struggled to identify items flagged for bias, sensitivity, fairness, or accessibility, especially for ELA. These findings suggest that text-based AIE is feasible in some areas and may offer a practical tool for reducing the burden of manual review and field testing, while also underscoring the importance of human review for items with fairness concerns.
Automated essay scoring (AES) enables scalable assessment and timely feedback but remains challenged by transformer input-length limitations, which can cause information loss when processing long essays. This study proposes a generative AI-assisted summarization framework to improve long-form essay representation while maintaining scoring reliability. Using the ASAP 2.0 dataset, we generate controlled-length summaries with three GPT-5 variants (GPT-5, GPT-5 mini, and GPT-5 nano) and use them as inputs for downstream AES models. To preserve original writing signals, handcrafted linguistic features extracted from full essays are integrated with summary representations to form a hybrid framework. The approach is evaluated in terms of scoring performance, summarization quality, and computational cost. Scoring reliability is measured using quadratic weighted kappa (QWK), while summary quality is assessed through lexical overlap, semantic similarity, information retention, and redundancy metrics. Results show that GPT-5 mini achieves the highest agreement with human ratings, whereas GPT-5 produces the strongest summarization quality. Summary quality decreases for higher-scoring essays, indicating that more complex writing is more difficult to compress without information loss. These findings reveal trade-offs among model capacity, summary fidelity, cost efficiency, and preservation of educational constructs. This study provides an initial controlled evaluation of GPT-based summarization for AES and identifies important baselines and ablation studies required for future generalization. Overall, generative AI summarization offers a promising approach for scalable writing assessment while requiring careful validation of information preservation and fairness.
Chenguang Wang, Ming Li, Xinyue Zeng +4cs.CL cs.AI cs.CY cs.LG
Predicting human item difficulty is central to educational assessment, where reliable estimates support fairness and effective test construction. Existing methods often depend on costly human calibration or item-level textual representations, providing limited evidence about the cognitive processes that make items difficult. We argue that difficulty should be viewed not only as a property of item text, but also as an observable consequence of the problem-solving burden an item induces. Large Reasoning Models (LRMs) offer scalable process evidence through reasoning traces, but such evidence must be structured to support interpretable modeling. To this end, we introduce Epi2Diff (Episode to Difficulty), a framework that maps LRM reasoning traces into cognitively grounded episode sequences. These episodes group trace segments into functional problem-solving states, enabling difficulty to be modeled through reasoning scale, effort allocation, and state transitions. Epi2Diff extracts compact episode-dynamic features and combines them with semantic item representations for human difficulty prediction. Experiments on four real-world human difficulty datasets show that Epi2Diff consistently outperforms strong baselines, including fine-tuned small language models, LLM in-context learning, and supervised LLM adaptation. On SAT-derived classification benchmarks, Epi2Diff achieves an 8.1% average relative gain over supervised LLM fine-tuning baselines. Further analyses show that harder items induce more effortful, iterative, and implementation-centered episode dynamics, rather than merely longer responses. These results demonstrate that cognitive episodes in LRM reasoning traces provide a predictive and interpretable process representation for human item difficulty, offering a new lens for educational measurement with reasoning models.
Gabriel Ortega, Abelino Jiménez, Séverin Lions +1cs.CL cs.LG
Automatic Question Difficulty Estimation (AQDE) holds growing promise for educational assessment because it has the potential to yield difficulty estimates that are competitive with expert judgment, while helping reduce the time and financial burden associated with pilot administrations and scaling to digital testing contexts. Prior AQDE studies report mixed evidence on whether adding distractors as additional text to the question stem and the correct key consistently improves difficulty prediction. We hypothesize that the effectiveness of distractor information depends on its structural representation, and that explicitly modeling distractors as separate components improves difficulty estimation over baselines that omit this information. To address this, we designed controlled architectures that model MCQ components as distinct inputs to isolate the contribution of distractor content and order. Specifically, we represented distractors by encoding each distractor as its own text input and aggregating their representations either with order-aware concatenation (with positional tags) or with an order-invariant summation. We evaluated these architectures using two Chilean datasets (Natural and Social Sciences, 2016-2020; 4,114 multiple-choice questions). Compared to a simpler model that only used the question stem and the key, our best distractor-aware architecture achieved higher predictive performance, reaching R^2 = 0.83 for Natural Sciences and R^2 = 0.71 for Social Sciences items. An order-invariant variant achieved nearly the same accuracy with approximately half as many parameters, offering a favorable accuracy-efficiency trade-off. These results show that structural information (especially distractor content) drives gains in predictive accuracy, supporting the development of efficient, structure-aware models that are computationally viable for large-scale educational applications.