Self-Explanation Tutor for Active Study of CS1 Worked Examples

Worked examples are a important part of introductory programming, but reading their expert explanations is passive. Self explanation, students explaining the problem and its solution to themselves with subgoal level analysis, turns that study into an active task, yet it is hard to scale because assessing free-text explanations and returning timely feedback has had no easy automated solution. We investigate whether a large language model (LLM) can fill that gap. We build a self-explanation tutor for introductory programming, ESSE, in which students explain lines of worked examples and receive immediate LLM feedback on the correctness and completeness of each explanation, and we pursue two goals. First, we ask whether the LLM judges student explanations well enough to serve as the engine of the tutor; we assess its judgments against two independent human reference standards of different kinds, a single domain expert and a crowd of non-expert raters, each with its own strengths and weaknesses, characterizing both where the LLM is reliable and the systematic tendencies in how it diverges. Second, we ask whether the LLM-based tutoring benefits students; deploying it in an introductory Java course, we find that its feedback leads students to persist and revise rather than abandon a line, that their explanations grow more complete and conceptually richer across attempts, and that students show evidence of learning. These indicate that LLM-based assessment is good enough to power a self-explanation tutor, and that the tutor positively shapes how students study worked examples.

Policy-Invariant Reward Shaping from LLM Feedback: A Framework for Hybrid RL Agents

Combining large language models with reinforcement learning is increasingly explored, yet the theoretical status of LLM-derived reward signals is often left implicit. We formalize the hybrid LLM-planner and RL-controller architecture as a Goal-Augmented Markov Decision Process and show that when the LLM per-state progress score is used as a bounded potential function, the resulting shaping term preserves the optimal policy set even when the LLM scores are inaccurate. This guarantee is stronger than what general LLM-as-reward approaches provide. We verify the result numerically on a small MDP under four potential configurations, including an adversarial one scaled to twenty times the base reward magnitude.

PsyScore: A Psychometrically-Aware Framework for Trait-Adaptive Essay Scoring and ZPD-Scaffolded Feedback

Effective Automated Essay Scoring (AES) are expected to support both reliable assessment and actionable instructional feedback. However, existing approaches often treat scoring and feedback as separate components: neural scoring models provide limited interpretability, while Large Language Model (LLM)-based feedback is typically insensitive to learners proficiency levels. To address this fragmentation, this work proposes PsyScore, a psychometrically-aware framework that integrates diagnostic assessment with instructional scaffolding through a shared latent ability representation. PsyScore comprises three key modules: a Trait-Adaptive Neural IRT Scorer that incorporates the Graded Partial Credit Model (GPCM) into a neural architecture, enabling the precise estimation of student ability while maintaining psychometric interpretability, a ZPD-Scaffolded Feedback Generator, which conditions multi-agent feedback strategies on the diagnosed ability parameter to adapt instructional focus across different proficiency levels, and a Multi-Perspective Feedback Evaluation Strategy that assesses feedback quality via pairwise preference judgements and student revision simulations. Experiments on the ASAP++ dataset demonstrate that PsyScore achieves competitive scoring performance while providing more pedagogically aligned feedback.