Systematic Review Flow (PRISMA 2020)
Transparent flow of article identification, LLM screening, full-text eligibility assessment, and inclusion into living synthesis with expert validation.
✓ PRISMA funnel conservation verified (100% stage closure)
Zero data leakage: n_in = n_out + ∑n_excl + n_pending verified across identification, screening, eligibility, and synthesis.
ID: 67 →
Screen: 65 →
Eligible: 67 →
Included: 8
Expert Validation & Taste Loop
Independent of the formal PRISMA selection rules: editorial verdicts by the curator to calibrate quality and active learning.
👍 2
Approved in digest
(3 total in corpus)
👎 2
Rejected with reason
(0 pre / 2 post analysis)
Breakdown of expert rejection reasons:
off_topic: 2
📋 Structured Review Summary (PRISMA 2020: Item 2)
Background: Living systematic review of Large Language Models (LLMs) and autonomous agents in higher education. Focuses on engineering countermeasures to academic dishonesty and redesign of assessment.
Objectives: Systematic identification, screening, and synthesis of empirical evidence regarding reliability, methodological rigor, and consensus challenges in higher education GenAI integration.
Eligibility Criteria: Scholarly works with open-access full text; topic relevance R ≥ 4.0; weighted final score ≥ 5.0.
Information Sources: Multi-register tracking: arXiv, Crossref, OpenAlex, Semantic Scholar, ERIC, plus forward/backward citation loops (depth 1–2).
Risk of Bias & Quality: Multi-criteria methodological rigor (M, 0–10). Screening reliability validated via dual evaluation: Gwet's AC1, stratified recall, and ROC AUC.
Synthesis & Included: Included n = 8 verified works into the living review with extracted claims, limitations, and empirical findings.
🎯 PICO / PECO Search & Eligibility Framework (PRISMA 2020: Items 4–5)
| Component | Protocol Definition | Inclusion / Exclusion Boundaries |
|---|---|---|
| P (Population) | Higher education: universities, colleges, undergraduate/graduate students, instructors, and examiners. | Included: higher/tertiary education. Excluded: purely K-12 primary education without transferability. |
| I / E (Intervention / Exposure) | Use of modern LLMs (GPT-4, Claude, Gemini, Llama) and agentic frameworks for exam solving, tutoring, or automated grading. | Included: empirical testing and deployment of LLMs. Excluded: legacy non-generative ML or symbolic AI. |
| C (Comparator) | Traditional non-AI assessments, human baselines, or comparative evaluation of engineering defenses (guardrails, multi-agent validation). | Included: baselines, cohort comparisons, or countermeasures. Excluded: purely speculative essays without comparator. |
| O (Outcomes) | Task performance, exam breach rates, countermeasure resilience, shift in assessment rubrics, cognitive learning outcomes. | Included: empirical accuracy, resilience, rubric difficulty, psychometrics. Excluded: unverified claims. |
| S (Study Design) | Empirical studies: controlled experiments (RCT), quasi-experiments, case studies, psychometric evaluations, benchmark audits. | Included: peer-reviewed/preprint research with empirical data. Excluded: opinion blogs, press releases. |
* Footnote *: Prefilter Mathematical Model, Indicators & Scoring Formula (Rubric v2.3)
Rubric Indicators & Parameters
| Symbol | Indicator Name | Weight / Value |
|---|---|---|
| M | Methodological Rigor | wM = 0.32 |
| E | Engineering Countermeasures | wE = 0.25 |
| C | Consensus Challenge | wC = 0.43 |
| N | Novelty | wN = 0.00 |
| R | Topic Relevance (0–10) | Rmin = 4.0, Rfull = 7.0 |
| Gate | Binary Scope Gate | PASS / FAIL |
| Поріг | Pass Threshold | Score ≥ 5.0 |
Relevance R is a multiplier, not a summand: papers with R < R_min receive 0, and high-quality off-topic papers cannot outrank topical ones.
Scoring Formulae (MathML Core)
1. Final Prefilter Score:
2. Weighted Quality Score (Q):
3. Logical Prefilter Screening Criterion:
Methods & reporting (PRISMA 2020 items 1–15, 23–27)
Review type, objective, eligibility (1, 3–5)
Living systematic review: a daily-updated, automation-assisted selection. It is a literature-selection tool, not a published review with meta-analysis.
Topic (given to the model): Validity of educational assessment under generative AI and how to keep it (AI-resistant / AI-resilient assessment). Core: how generative AI changes what grades and test scores mean (validity arguments in the sense of Kane and Messick), assessment redesign, and quantitative methods that detect or model the distortion in assessment and learning data: item response theory, differential item functioning between humans and LLMs, item parameter drift, rater drift, item compromise and preknowledge, score shifts under unsupervised or online conditions (proctored vs unproctored exams, cheating, grade inflation), change-point and concept-drift detection, LLMs as test takers or raters, computerized adaptive testing and automated test assembly. Computational, statistical and engineering work is preferred, but a solid conceptual or empirical education study of assessment under generative AI belongs here too. Detectors of AI-generated text and watermarking are only adjacent to the topic. The audience is university educators and researchers: work about primary and secondary school (K-12) is off topic unless its findings or methods clearly transfer to higher education.
- Include: a scholarly article with topic relevance R ≥ 4.0, final score ≥ 5.0; a legal open-access full text that was actually read.
- Exclude: non-articles (datasets, code, errata), duplicates and preprints of published works, retracted works, K-12 with no transfer to higher education, works without full text (paywall, fetch errors), expert-rejected works (👎, reason recorded).
- Manual additions (origin = manual) bypass score screening but go through eligibility assessment.
Information sources & last searched (6)
| Channel | Records | Last record |
|---|---|---|
search — arXiv, OpenAlex, Semantic Scholar, ERIC | 11813 | 2026-10-29 22:22 |
ref — reference lists of read works | 1657 | 2026-10-29 14:23 |
manual — added manually | 27 | 2026-10-07 12:05 |
Citation candidates take metadata from OpenAlex; Crossref/Unpaywall supply DOIs, versions and open PDFs.
Search strategy (7)
Current search version: v1.0. A work matches if its title/abstract hits a term from EVERY group of at least one query (OR within a group; case-insensitive, word boundaries).
Queries (groups):
education × ai; psychometrics × ai; integrity × education; drift × education; drift × psychometrics
education: education, educational, student, learner, teacher, lecturer, classroom, university, higher education, school, curriculum, assessment, exam, examination, examinee, test taker, test score, grading, homework, coursework, online course, essay, academic integrity, academic misconduct, plagiarism, cheating, e-learning, MOOC
ai: generative AI, GenAI, large language model, LLM, ChatGPT, GPT-4, chatbot, AI-generated, AI-assisted, AI-resistant, AI-resilient, AI tool, artificial intelligence
integrity: proctoring, proctored, unproctored, non-proctored, remote proctoring, online exam, online test, online testing, exam integrity, testing integrity, academic integrity, academic dishonesty, cheating, contract cheating, grade inflation
psychometrics: item response theory, IRT, Rasch, psychometric, educational measurement, educational testing, differential item functioning, computerized adaptive testing, adaptive testing, automated test assembly, knowledge tracing, automated scoring, automated essay scoring, validity argument, construct validity, assessment validity, predictive validity
drift: parameter drift, dynamic item response, item parameter drift, rater drift, severity drift, concept drift, change point, change-point detection, item compromise, preknowledge, item exposure, test security, aberrant response, person-fit, differential item functioning
Semantic Scholar phrases: assessment validity generative AI; AI-resilient assessment higher education; AI-resistant assessment design; generative AI exam performance natural experiment; differential item functioning large language models humans; LLM as test taker item response theory; proctored versus unproctored online exam scores; generative AI grade inflation; item parameter drift detection; item compromise preknowledge detection; concept drift knowledge tracing; change point detection educational testing
arXiv: cs.CY, cs.CL, cs.HC, cs.AI, cs.LG, stat.AP, stat.ME. Result caps per query: OpenAlex 50, Semantic Scholar 25, ERIC 25. Citation searching: depth 1 from read and 👍 works, depth 2 from 👍 only; neighbours of 👍 works bypass the lexical filter.
| Search version | Records (search) | First | Last |
|---|---|---|---|
v1.0 | 11813 | 2026-10-06 | 2026-10-29 |
Selection process & automation (8, 9, 11)
- Abstract screening: a single automated reviewer — an LLM (gemini-3.1-flash-lite, gemini-3.5-flash-lite), batches of 20, models alternate; every evaluation is stored (prefilter_evaluations) with model and rubric version.
- Full-text analysis and data collection: gemini-3.8-flash, gemini-3.7-flash, gemini-3.6-flash, prompt
v2.1. Only after PDF→Markdown conversion; the model is never called without full text. - Verification: code checks every quote against the text (exact match after normalisation); unconfirmed claims are discarded.
- Human: no independent second reviewer. The owner gives 👍/👎 verdicts on a sample (50% near threshold, 30% top, 20% random); they steer the queue and few-shot examples but do not change the score.
- Data items (10): summary, method/data/sample, claims, limitations, study design (assessment_design, psychometric_modeling, natural_experiment, detector_evaluation, survey, rct, quasi_experiment, qualitative, theoretical, review, other), tags, rubric criteria.
- Risk of bias (11): not assessed formally (RoB, GRADE not applied); criterion M (methodological rigor, 0–10) is a ranking score, not a RoB tool. No effect measures or meta-analysis (12, 13d–f, 15): synthesis is qualitative, via article analyses and tags.
| Screening model | Scored |
|---|---|
gemini-3.1-flash-lite | 6405 |
gemini-3.5-flash-lite | 5900 |
— | 464 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 104 |
gemini-3.8-flash | v2.1 | 87 |
gemini-3.7-flash | v2.1 | 80 |
Scoring rubric v2.3 (0–10 anchors)
The model scores 0–10 per criterion; the anchors below are embedded in the prompt. Formula and weights are in the footnote above. Changing anchors or weights without a new version is blocked by a hash check.
| Criterion | Weight | 2 | 5 | 8 |
|---|---|---|---|---|
| Topic relevance (R) | × min(1, R/7.0) | No link to education or assessment: image, audio or model watermarking, model IP protection, general NLP benchmarks, AI in industry. | Adjacent: generative AI in education without an assessment focus; academic integrity with no evidence on assessment outcomes; detectors of AI-generated text or of student AI use; general psychometrics (adaptive testing, test assembly, IRT) with no drift, validity or AI angle. | Core: validity of assessment under generative AI (what grades and scores mean when AI is available); how grades shift under unsupervised conditions or cheating (proctored vs unproctored exams, grade inflation); AI-resistant or AI-resilient assessment design; quantitative methods that detect or model distorted assessment or learning data (DIF between humans and LLMs, item parameter or rater drift, item compromise/preknowledge, change-point or concept-drift detection, LLMs as test takers or raters). |
| Methodological rigor (M) | 0.32 | Vague evaluation, convenience sample of a few dozen, self-report only, no control group or baseline. | Clear dataset or sample (hundreds), standard metrics or validated instruments, comparison with baselines or a control group. | Randomized/controlled or preregistered, large or multi-site/multilingual data, adversarial or robustness checks, effect sizes with uncertainty. |
| Engineering countermeasures (E) | 0.25 | No method or countermeasure: describes impact, attitudes or policy only. | A concrete method or countermeasure with an evaluation: statistical test or model, detector, scoring procedure, or an assessment design tried on real cohorts. | A rigorous, reusable method: formal model with guarantees or error control, open code, validated on both real and simulated data. |
| Consensus challenge (C) | 0.43 | Reconfirms standard wisdom. | Nuances the consensus (e.g. detectors fail under mild paraphrasing; AI use does not harm an outcome it is assumed to harm). | Directly refutes high-profile claims with rigorous evidence. |
| Novelty (N) | 0.00 | Replicates well-known findings (another survey of student attitudes to ChatGPT, another test of one detector on a handful of prompts). | New dataset, benchmark, population or setting, or a previously untried technique. | Fundamentally new attack or defence, a theoretical/impossibility result, or a finding that changes how the field frames the problem. |
The model interpolates between anchors. The deep-analysis score is computed by code with the same formula from criteria_breakdown.
| Rubric version | Papers scored |
|---|---|
v2.0 | 261 |
v2.1 | 183 |
v2.2 | 20 |
v2.3 (current) | 12305 |
Screening Validation: Reliability & Agreement Metrics
Reference standard: expert verdicts. Full PRISMA systematic review metrics computed: recall, specificity, NPV, F₁, F₂, ROC AUC, DOR, paradox-immune Gwet's AC₁, and continuous score agreement.
| Measure | Value | Meaning |
|---|---|---|
| Seed-set recall | 50% (1/2), 95% CI 9–91% | Share of manually added 👍 works (bypassing screening) scoring ≥ threshold 5.0. Unbiased sensitivity estimate on this set. |
| Estimated corpus recall | 100% (100–100%) | Post-stratified by score band from judged works; conservative interval. Relevant works missed ≈ 0 (0–0). Not measured (too few verdicts in band): 10717 screened-out works. |
| Sensitivity / Recall | 100% (12/12), 95% CI 76–100% | Share of relevant works passed by screening: TP / (TP + FN). |
| Specificity | 20% (4/20), 95% CI 8–42% | Share of irrelevant works rejected by screening: TN / (TN + FP). |
| Precision / PPV | 43% (12/28), 95% CI 27–61% | Share of expert-approved among screening passes: TP / (TP + FP). |
| Negative Predictive Value (NPV) | 100% (4/4), 95% CI 51–100% | Share of truly irrelevant among screened-out works: TN / (TN + FN). Protects against losing relevant papers. |
| F-scores (F₁ and F₂) | F₁: 0.60 · F₂: 0.79 | F₂ weights recall twice as much as precision — critical safety metric against false exclusions in PRISMA. |
| Balanced Accuracy | 60.0% | Arithmetic mean of sensitivity and specificity, unaffected by class imbalance. |
| Diagnostic Odds Ratio (DOR) | 6.82 | DOR = (TP · TN) / (FP · FN) with Haldane-Anscombe correction. Overall discriminative capability of screening. |
| ROC AUC | 0.65 (95% CI 0.43–0.84) | Probability a 👍 work outscores a 👎 one (0.5 = chance). CI computed via DeLong / Bootstrap. |
| Inter-Rater Agreement (Gwet's AC₁ & Cohen's κ) | — | Gwet's AC₁ is paradox-immune inter-rater agreement on double-scored works, robust to severe class imbalance (80-90% screening rejection). |
| Continuous Score Agreement |
MAD: — r Пірсона: — |
Mean Absolute Difference (MAD) and Pearson r between scores of screening models on shared papers. |
| Score band | Works | Judged | 👍 | 👍 rate |
|---|---|---|---|---|
| 0.0–2.0 | 6841 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 2952 | 0 (too few) | 0 | — |
| 4.0–5.0 | 924 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1090 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 872 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 27 | 2 (too few) | 2 | 100% |
| Screening model | Seed recall | AUC | Sens / Spec | Prec / NPV | F₁ / AC₁ | 👍 / 👎 (TP/FP/FN/TN) |
|---|---|---|---|---|---|---|
gemini-3.1-flash-lite |
50% (1/2), 95% CI 9–91% | 0.63 | 100% (12/12), 95% CI 76–100% / 16% (3/19), 95% CI 6–38% | 43% (12/28), 95% CI 27–61% / 100% (3/3), 95% CI 44–100% | 0.60 / 0.05 | 12 / 19 (12/16/0/3) |
gemini-3.5-flash-lite |
— | — | — / 100% (1/1), 95% CI 21–100% | — / 100% (1/1), 95% CI 21–100% | — / 1.00 | 0 / 1 (0/0/0/1) |
— |
— | — | — / — | — / — | — / — | 0 / 0 (0/0/0/0) |
To narrow intervals, judge works from lower score bands: /admin/taste includes 20% random picks. Metrics update automatically with each verdict.
Methodological Rigor & Study Designs (11, 18)
Methodological rigor M (0–10) is evaluated during full-text analysis. Study design distribution reflects verified empirical classifications.
Mean Rigor (M)
6.35 / 10
Analyzed papers: 67
Quality Stratification
🟢 High rigor (M ≥ 7.0): 26
🟡 Moderate rigor (4.0 ≤ M < 7.0): 39
🔴 Low rigor (M < 4.0): 2
| Study Design | Paper Count |
|---|---|
theoretical | 4 |
assessment_design | 22 |
detector_evaluation | 9 |
quasi_experiment | 7 |
other | 2 |
experimental | 1 |
rct | 2 |
natural_experiment | 1 |
review | 2 |
psychometric_modeling | 15 |
qualitative | 2 |
PRISMA 2020 27-Item Compliance Checklist
Full audit of compliance with PRISMA 2020 checklist (Page et al., 2021) for automated systematic reviews.
| № | Section / Item | Checklist Description | Status | Implementation |
|---|---|---|---|---|
| 1 | Title | Identify as living systematic review | ✓ Впроваджено | Page title, report metadata |
| 2 | Abstract | Structured summary (background, objectives, methods, results) | ✓ Впроваджено | #prisma-abstract block above |
| 3 | Rationale | Rationale in context of existing knowledge | ✓ Впроваджено | Topic description and rationale |
| 4 | Objectives | Explicit objectives using PICO / PECO | ✓ Впроваджено | #pico-framework table above |
| 5 | Eligibility criteria | Inclusion/exclusion criteria, language, dates | ✓ Впроваджено | Thresholds R, Score, Open Access |
| 6 | Information sources | Databases, registers, search dates | ✓ Впроваджено | arXiv, Crossref, OpenAlex, Semantic Scholar, ERIC, citations |
| 7 | Search strategy | Full search strategy, boolean filters, versions | ✓ Впроваджено | search_version, term groups, API limits |
| 8 | Selection process | Selection process, automation, independent screening | ✓ Впроваджено | LLM screening rotation + editorial taste loop |
| 9 | Data collection | Data collection from full-text reports | ✓ Впроваджено | PDF → MD parser, deep prompt v2.1 |
| 10a-b | Data items | List of outcomes and study characteristics | ✓ Впроваджено | Summary, sample, design, claims, countermeasures |
| 11 | Study risk of bias | Assessment of study methodological quality | ✓ Впроваджено | Rigor criterion M (0–10), quality distribution |
| 12 | Effect measures | Effect measures for outcomes | — Обґрунтовано N/A | Qualitative synthesis without meta-analytic pooled effects |
| 13a-f | Synthesis methods | Synthesis criteria and grouping methods | ✓ Впроваджено | Tag-based clustering, comparative study cards |
| 14 | Reporting bias | Assessment of reporting/publication bias | ✓ Впроваджено | Analysis of paywall exclusions & open access skew |
| 15 | Certainty assessment | Certainty assessment of body of evidence | ✓ Впроваджено | Automated quote grounding against full-text Markdown |
| 16 | Study selection | Selection results (flow diagram, counts) | ✓ Впроваджено | 100% stage conservation closure verified |
| 17 | Study characteristics | Characteristics of included studies table | ✓ Впроваджено | Interactive table with DOI, venue, year, tags |
| 18 | Risk of bias in studies | Risk of bias findings across studies | ✓ Впроваджено | Methodological rigor M & study designs table |
| 19 | Results of individual studies | Results for each individual study | ✓ Впроваджено | Public paper pages /doi/{doi} with full analysis |
| 20a-d | Results of syntheses | Results of syntheses & sub-groups | ✓ Впроваджено | Daily living editions, RSS feed, tag filters |
| 21 | Reporting biases | Results of reporting biases assessment | ✓ Впроваджено | Paywall n=0, retracted n=0 |
| 22 | Certainty of evidence | Summary of evidence certainty | ✓ Впроваджено | Gwet's AC₁, Cohen's κ, stratified recall, ROC AUC |
| 23a-d | Discussion | Discussion, limitations, implications | ✓ Впроваджено | Limitations section (23b, 23c) in methods |
| 24a-c | Registration & protocol | Registration, protocol availability, amendments | ✓ Впроваджено | Public repo, version history of search & rubric |
| 25 | Support | Financial & non-financial support | ✓ Впроваджено | Free API tiers declared in methods |
| 26 | Competing interests | Competing interests statement | ✓ Впроваджено | Declared in methods section |
| 27 | Data & code availability | Availability of data, analytical code, materials | ✓ Впроваджено | Export to CSV / JSON buttons, open-source code |
Limitations (23b, 23c)
- Open access only: paywalled papers never reach the synthesis, so the sample skews to open and preprint work.
- Screening ranks by quality and novelty rather than pure eligibility, so the sample skews towards counter-consensus work. Validity is measured against one expert (see above); a single LLM reviewer, model bias and version differences remain possible.
- The lexical filter and result caps can miss works with other terminology; sources skew English-language.
- Records scored under an older rubric version are not rescored automatically (see version table).
- Free Gemini quota: daily limits slow analysis; some selected works wait in the queue.
Registration, protocol, amendments, support, data (24–27)
- Registration: not registered. The protocol is the configuration (topic, queries, rubric, thresholds) in the project repository; it is reproduced in this block.
- Amendments: search versions (search_version) and rubric versions (rubric_version), tables above.
- Funding: none declared, free API tiers are used. Competing interests: none declared.
- Data: analyses and metadata are on article pages, RSS and sitemap; full texts are private (copyright) and not published.
Filter by Tags
Select one or more tags to refine the flow numbers and article corpus.
ℹ️ <strong>Note on thematic filtering:</strong> Thematic tags are generated during full-text analysis or assigned manually by the editor. Tag filtering focuses the table and flow on that marked subset.
#psychometrics (96)
#Psychometrics (52)
#Item Response Theory (39)
#academic integrity (38)
#item response theory (33)
#assessment validity (28)
×
#Assessment Validity (25)
#higher education (25)
#IRT (24)
#construct validity (23)
#Automated Essay Scoring (21)
#automated essay scoring (20)
#Generative AI (19)
#Construct Validity (18)
#generative AI (17)
#LLM as rater (16)
#assessment_design (16)
#Academic Integrity (14)
#Automated Scoring (14)
#Higher Education (14)
#LLM Evaluation (13)
#Large Language Models (13)
#assessment design (13)
#automated assessment (13)
#AI-resilient assessment (11)
#academic_integrity (11)
#assessment redesign (11)
#assessment-validity (11)
#assessment_validity (11)
#benchmarking (11)
#large language models (11)
#LLM-as-a-judge (10)
#automated scoring (10)
#item_response_theory (10)
#validity (10)
#ChatGPT (9)
#DIF (9)
#GPT-4 (9)
#Inter-Rater Reliability (9)
#LLM as Rater (9)
#LLM evaluation (9)
#LLMs as Test Takers (9)
#concept drift (9)
#differential item functioning (9)
#AI-resistant assessment (8)
#Assessment Design (8)
#Knowledge Tracing (8)
#LLMs as raters (8)
#Prompt Engineering (8)
#construct_validity (8)
#prompt engineering (8)
#rater drift (8)
#AI-Resilient Assessment (7)
#Assessment Redesign (7)
#Automated Item Generation (7)
#Computer Science Education (7)
#Computerized Adaptive Testing (7)
#Validity (7)
#computerized adaptive testing (7)
#higher_education (7)
Reset tags
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 1 | In Buffer |
Susceptibility of Assessment Types to AI-Generated Content in Digital Health and Health Information Management Education: Quasi-Experimental Pilot Study
JMIR Medical Education (2026) · doi:10.2196/82988 · v1.0 |
4.7 (gemini-3.6-flash) | — |
| 2 | In Buffer |
Automation bias in teachers’ evaluation of student writing: effects of algorithmic warnings and visual risk cues in AI detection reports
Frontiers in Psychology (2026) · doi:10.3389/fpsyg.2026.1889402 · v1.0 |
5.4 (gemini-3.6-flash) | — |
| 3 | In Buffer |
Fair Grades or Flawed Models? Evaluating the Trustworthiness of LLMs in Educational Settings
International journal of intelligent engineering and systems (2026) · doi:10.22266/ijies2026.0430.19 · v1.0 |
5.2 (gemini-3.6-flash) | — |
| 4 | In Buffer |
Applying large language models and chain-of-thought for automatic scoring
Computers and Education Artificial Intelligence (2024) · doi:10.1016/j.caeai.2024.100213 · v1.0 |
5.6 (gemini-3.6-flash) | — |
| 5 | In Buffer |
AI and the FCI: Can ChatGPT Project an Understanding of Introductory Physics?
arXiv (Cornell University) (2023) · doi:10.48550/arxiv.2303.01067 · v1.0 |
5.0 (gemini-3.6-flash) | — |
| 6 | In Buffer |
Supporting or Replacing Students' Reasoning? Cognitive Offloading in AI-Assisted Proof Learning
arXiv (2026) · doi:10.48550/arxiv.2610.31481 · v1.0 |
6.6 (gemini-3.6-flash) | — |
| 7 | In Buffer |
Would an LLM Match into a Residency? Uncertainty, Reasoning and Image Use of Open Language Models on the Spanish MIR Examination
arXiv (2026) · doi:10.48550/arxiv.2610.31586 · v1.0 |
5.4 (gemini-3.6-flash) | — |
| 8 | In Buffer |
From AI-Free Gates to AI-First Work: How Engineering Students in India Navigate University Education and Campus Placements Without AI Guidelines
arXiv (2026) · doi:10.48550/arxiv.2610.29140 · v1.0 |
4.2 (gemini-3.6-flash) | — |
| 9 | In Buffer |
Nutzung von KI im Studium? Gelebter Diskurs und Perspektiven
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22013075 · v1.0 |
5.7 (gemini-3.6-flash) | — |
| 10 | In Buffer |
When the Model Writes the Questionnaire: An Item-Level Defect Taxonomy for LLM-Generated 360-Degree Feedback Instruments
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.21323409 · v1.0 |
4.4 (gemini-3.6-flash) | — |
| 11 | In Buffer |
Perception, performance, and detectability of conversational artificial intelligence across 32 university courses
Scientific Reports (2023) · doi:10.1038/s41598-023-38964-3 · v1.0 |
5.7 (gemini-3.6-flash) | — |
| 12 | In Buffer |
SoK: Grading Open-Text Legal Answers, from Law School Exams to Trustworthy Rubric Judges
arXiv (2026) · doi:10.48550/arxiv.2610.19992 · v1.0 |
6.2 (gemini-3.6-flash) | — |
| 13 | In Buffer |
The Teacher-Guided Generative AI for Sustainable EFL Writing Development: Longitudinal Validation of the AI-MWD Framework
Embedded Selforganising Systems (2026) · doi:10.14464/ess.v13i16.986 · v1.0 |
2.7 (gemini-3.6-flash) | — |
| 14 | In Buffer |
Évaluation des outils d'IA pour la production écrite au lycée marocain : Benchmark et validation.
The Journal of Quality in Education (2026) · doi:10.37870/mhrx7882 · v1.0 |
3.4 (gemini-3.6-flash) | — |
| 15 | In Buffer |
AI Agents Can Now Navigate and Complete LMS Tasks: A Call for Pedagogical Innovation
Intersection A Journal at the Intersection of Assessment and Learning (2026) · doi:10.61669/001c.169225 · v1.0 |
5.4 (gemini-3.7-flash) | — |
| 16 | In Buffer |
Verified, not generated: expert-verified AI study materials and the distribution of learning gains in a university course
arXiv (2026) · doi:10.48550/arxiv.2610.07097 · v1.0 |
3.9 (gemini-3.8-flash) | — |
| 17 | In Buffer |
The Conversational Exam: A Scalable Assessment Design for the AI Era
arXiv (2026) · doi:10.1109/mc.2026.3676461 · v1.0 |
5.1 (gemini-3.8-flash) | — |
| 18 | In Buffer |
Developing a Multi-Agent System to Generate Next Generation Science Assessments with Evidence-Centered Design
arXiv (2026) · doi:10.48550/arxiv.2602.18451 · v1.0 |
2.8 (gemini-3.7-flash) | — |
| 19 | In Buffer |
Large Language Models (GPT) Struggle to Answer Multiple-Choice Questions about Code
arXiv (2023) · doi:10.48550/arxiv.2303.08033 · v1.0 |
4.7 (gemini-3.6-flash) | — |
| 20 | In Buffer |
Thrilled by Your Progress! Large Language Models (GPT-4) No Longer Struggle to Pass Assessments in Higher Education Programming Courses
arXiv (2023) · doi:10.1145/3568813.3600142 · v1.0 |
5.9 (gemini-3.6-flash) | — |
| 21 | In Buffer |
Designing with Imperfection: An Educational Paradox Framework for LLM-Driven NPCs in Serious Games
European Conference on Games Based Learning (2026) · doi:10.34190/ecgbl.20.2.5321 · v1.0 |
4.3 (gemini-3.6-flash) | — |
| 22 | In Buffer |
Automated essay scoring in Arabic: a dataset and analysis of a BERT-based system
arXiv (2024) · doi:10.48550/arxiv.2407.11212 · v1.0 |
3.6 (gemini-3.6-flash) | — |
| 23 | In Buffer |
Keystroke Dynamics Against Academic Dishonesty in the Age of LLMs
arXiv (2024) · doi:10.48550/arxiv.2406.15335 · v1.0 |
5.2 (gemini-3.6-flash) | — |
| 24 | In Buffer |
Persona Matters: Effects of Activation Steering on Short Answer Generation and Scoring
arXiv (2026) · doi:10.48550/arxiv.2604.07102 · v1.0 |
6.9 (gemini-3.6-flash) | — |
| 25 | In Buffer |
Correctness, Convergence, and AI-Generated Code Detection: A Longitudinal Study of Student and Large Language Model Code in Introductory Programming
arXiv (2026) · doi:10.1145/3856208.3856226 · v1.0 |
6.9 (gemini-3.6-flash) | — |
| 26 | In Buffer |
Generative AI as a Design Variable: An Evidence-Centered Framework for Principled Governance in STEM Assessment
arXiv (2026) · doi:10.48550/arxiv.2605.24837 · v1.0 |
5.5 (gemini-3.8-flash) | — |
| 27 | In Buffer |
Prompting Against Persona Drift: Comparing Intervention Timing and Content in LLM-Simulated Conversations
arXiv (Cornell University) (2026) · doi:10.48550/arxiv.2609.24532 · v1.0 |
4.7 (gemini-3.6-flash) | — |
| 28 | In Buffer |
AiAWE: An Open-Source LLM Automated Writing Evaluation System Using LoRA-Adapted Instruction-Tuned Models
arXiv (2026) · doi:10.48550/arxiv.2606.12801 · v1.0 |
4.8 (gemini-3.6-flash) | — |
| 29 | Included |
Auditing LLM Benchmarks with Item Response Theory
arXiv (2026) · doi:10.48550/arxiv.2605.30504 · v1.0 |
7.3 (gemini-3.6-flash) | — |
| 30 | In Buffer |
LLMs Struggle to Measure What Distinguishes Students of Different Proficiency Levels: A Study of Item Discrimination in Reading Comprehension Assessment
arXiv (2026) · doi:10.48550/arxiv.2606.18709 · v1.0 |
6.4 (gemini-3.6-flash) | — |
| 31 | In Buffer |
Same Performance, Different Process: Epistemic Ownership in AI-Mediated Education
arXiv (2026) · doi:10.48550/arxiv.2610.02731 · v1.0 |
6.2 (gemini-3.7-flash) | — |
| 32 | In Buffer |
Detecting Examinees With Pre-knowledge in Experimental Data Using Conditional Scaling of Response Times
Frontiers in Education (2019) · doi:10.3389/feduc.2019.00049 · v1.0 |
5.5 (gemini-3.1-flash-lite) | — |
| 33 | In Buffer |
Comparative accuracy of large language models in restorative and endodontic dentistry multiple-choice questions: implications for dental education
BMC Oral Health (2026) · doi:10.1186/s12903-026-09959-z · v1.0 |
2.8 (gemini-3.8-flash) | — |
| 34 | In Buffer |
Artificial intelligence in higher education assessment as an ecosystem of pedagogy governance and legitimacy
Discover Education (2026) · doi:10.1007/s44217-026-02225-y · v1.0 |
4.6 (gemini-3.1-flash-lite) | — |
| 35 | In Buffer |
When to Retrain after Drift: A Data-Only Test of Post-Drift Data Size Sufficiency
arXiv (2026) · doi:10.48550/arxiv.2603.09024 · v1.0 |
6.6 (gemini-3.1-flash-lite) | — |
| 36 | In Buffer |
Can AI Recognize Its Own Reflection? Self-Detection Performance of LLMs in Computing Education
arXiv (2025) · doi:10.48550/arxiv.2512.23587 · v1.0 |
5.2 (gemini-3.1-flash-lite) | — |
| 37 | In Buffer |
AI Misuse in Education Is a Measurement Problem: Toward a Learning Visibility Framework
arXiv (2026) · doi:10.48550/arxiv.2603.07834 · v1.0 |
5.0 (gemini-3.1-flash-lite) | — |
| 38 | In Buffer |
The yes-no bias of large language models reflects answer order and wording, not shifts in moral judgment
arXiv (2026) · doi:10.48550/arxiv.2607.05552 · v1.0 |
7.8 (gemini-3.1-flash-lite) |
👎 Rejected
off_topic Знов, стабільність != розуміння. Цікава, стаття але не по темі. |
| 39 | Included |
Correct codes for the wrong reasons? validating LLMs as measurement instruments for theoretical constructs
arXiv (2026) · doi:10.48550/arxiv.2606.28574 · v1.0 |
7.7 (gemini-3.1-flash-lite) |
👍 Approved
strong_evidence Якщо просити модель пояснити результат - це не означає що модель покаже своє розуміння області. Що буде збагачувати контекст - результат сформує пояснення чи пояснення формує результат - є недетермінованим. Стаття далека від освіти, але важлива для розуміння що ми можемо очікувати від LLM, а що не варто. |
| 40 | In Buffer |
When Rubrics Change: Cross-Rubric Generalization for Critical Thinking Essay Scoring
arXiv (2026) · doi:10.48550/arxiv.2607.13433 · v1.0 |
4.8 (gemini-3.7-flash) | — |
| 41 | In Buffer |
Do Large Language Models Know Colombian Law? A Reliability Benchmark for the Colombian Legal System
arXiv (2026) · doi:10.48550/arxiv.2610.03639 · v1.0 |
6.6 (gemini-3.8-flash) | — |
| 42 | In Buffer |
Can large language models write reflectively
Computers and Education Artificial Intelligence (2023) · doi:10.1016/j.caeai.2023.100140 · v1.0 |
5.8 (gemini-3.1-flash-lite) | — |
| 43 | In Buffer |
How Does ChatGPT Perform on the Medical Licensing Exams? The Implications of Large Language Models for Medical Education and Knowledge Assessment
medRxiv (2022) · doi:10.1101/2022.12.23.22283901 · v1.0 |
4.0 (gemini-3.1-flash-lite) | — |
| 44 | In Buffer |
Affective Persistence and Behavioral Continuity in Large Language Models
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.21816567 · v1.0 |
6.7 (gemini-3.1-flash-lite) | — |
| 45 | Included |
StyleShield: Exposing the Fragility of AIGC Detectors through Continuous Controllable Style Transfer
arXiv (2026) · doi:10.48550/arxiv.2605.00924 · v1.0 |
8.0 (gemini-3.1-flash-lite) |
👍 Approved
fresh_idea Детектори - ненадійний засіб вирішення проблем владності світі ШІ+навчання. |
| 46 | In Buffer |
Base Models Look Human To AI Detectors
arXiv (2026) · doi:10.48550/arxiv.2605.19516 · v1.0 |
6.0 (gemini-3.1-flash-lite) | — |
| 47 | Included |
Every Wrong Answer Counts: Option-Level Psychometrics for LLM Multiple-Choice Benchmarks
arXiv (2026) · doi:10.48550/arxiv.2608.02966 · v1.0 |
7.5 (gemini-3.1-flash-lite) | — |
| 48 | In Buffer |
CompanionBench: A Theory-Anchored, Real-World-Grounded Benchmark for AI Emotional Companionship
arXiv (2026) · doi:10.48550/arxiv.2608.02046 · v1.0 |
6.9 (gemini-3.1-flash-lite) | — |
| 49 | In Buffer |
Learning to Grade Efficiently: A Bandit-Driven Prompt-Selection Framework for Low-Cost LLM Essay Scoring
arXiv (2026) · doi:10.48550/arxiv.2608.23814 · v1.0 |
6.5 (gemini-3.1-flash-lite) | — |
| 50 | In Buffer |
From Diagnosis to Redesign: Using Quantitative Ethnography to Improve Multi-Agent LLM Reasoning
arXiv (2026) · doi:10.48550/arxiv.2608.22566 · v1.0 |
6.3 (gemini-3.1-flash-lite) | — |