Agreement Is Not Validity: Cross-Model LLM Consensus in Diagnosing Student Failure Modes in K-12 Math Tutoring Dialogue
In K-12 mathematics tutoring, student-tutor dialogue provides rich evidence of learners'problem-solving processes and sources of difficulty. Learning analytics research increasingly relies on large language models (LLMs) to extract such information from dialogue for a variety of downstream tasks, including knowledge tr...
Clayton Cohn, J. Fonteles, Kirk P. Vanacore et al.
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