Skip to content
#small language model Open access

Automated scoring of adult ego development from sentence completions: interpretable maturity indicators derived by evolutionary prompt optimization

Aug 2026 · Frontiers in Psychology · 0 citations · 47 references

TL;DR

An automated scoring approach in which an evolutionary algorithm derives a small set of interpretable maturity indicators, each scored from sentence-completion responses by a domain-fine-tuned language model, supports automated ego-development scoring at agreement levels comparable to trained raters, and the indicators offer interpretable candidate dimensions of adult development for confirmatory and population-scale research.

Abstract

Ego Development Theory (EDT) describes systematic changes in how adults make meaning, but its principal measure, the Sentence Completion Test (SCT), requires resource-intensive expert scoring. We developed an automated scoring approach in which an evolutionary algorithm derives a small set of interpretable maturity indicators, each scored from sentence-completion responses by a domain-fine-tuned language model; a classifier trained on the resulting scores then predicts developmental stage. Performance was evaluated on an expert-scored dataset never used for feature discovery ( N = 851), in a fully blinded comparison with an independently trained scorer ( N = 47), and against external criteria ( N = 446). The classifier agreed exactly with expert ratings in 86.1% of cases (quadratic-weighted κ = 0.93). By contrast, zero-shot prompting of two frontier language models with the full scoring manual yielded only 40.1–44.9% agreement, indicating that expert-comparable scoring is not achieved by prompting alone. The classifier's agreement replicated at 85.1% in the blinded comparison. In external validation, the indicators correlated with personality, coherence, and autonomy measures in theoretically expected patterns, and explained substantial additional variance in expert-rated developmental stage beyond Big Five traits (Δ R 2 = 0.59). In further analyses, they were also consistent with EDT's predicted alternation of differentiation and integration across stages. The Language Complexity indicator agreed with human-rated Integrative Complexity (ICC = 0.73 and 0.77 in two corpora). Exploratory analyses in five non-SCT corpora suggested the indicators predict domain-relevant behavior in other text genres. These results support automated ego-development scoring at agreement levels comparable to trained raters, and the indicators offer interpretable candidate dimensions of adult development for confirmatory and population-scale research.

Read PDF

Similar papers

Open access Sep 2026

RESC: A Rubric-Guided Error–Score Consistency Framework for Action Quality Assessment in Vocational Fitter Training

Action quality assessment in vocational fitter training is constrained by limited expert-annotated data and insufficiently interpretable predictions. To achieve accurate scoring and rubric-aligned, auditable explanations with limited data, this study proposes RESC, a rubric-guided error–score consistency framework. RES...

Wen-Feng Mu, Shi-Gang Wang, Jia-Jia Huang · 0 citations
Review Open access Oct 2026

Rethinking Automated Scoring in the Era of Artificial Intelligence: Emerging Directions for AI-Based Assessment

The rapid development of generative artificial intelligence (AI), particularly large language models and multimodal models, is reshaping research on automated scoring in educational assessment. While previous research has often focused on the extent to which AI-generated scores agree with those assigned by human raters...

Mahmut Sami Yiğiter · 0 citations
Aug 2026

Analyzing Generative AI-Based Automated Scoring of Problem-Solving Competency: A Focus on Discrepancies with Human Scoring

This study examined the potential and limitations of generative AI-based automated scoring of students’ problem-solving competency by focusing on discrepancies between human and AI scoring. Thirty social issues inquiry reports written by 12th-grade students were scored using the same rubric by five expert raters and th...

Yun-Ha Jung, Hyesoo Rha, Woo-Ri Song et al. · 0 citations
Open access 2026

Evaluating early development with AI: A multimodal analysis of caregiver–toddler interactions in Argentina

Objective: The reliable assessment of complex caregiver–toddler behaviours continues to be a core challenge in developmental psychology. This study presents a methodological proof-of-concept comparing human evaluators and specific proprietary AI models using a unified, rubric-based multimodal protocol. We analyse how s...

J. Amorocho, J. Giraldo-Huertas, Lucas G. Gago-Galvagno et al. · 0 citations
Open access Aug 2026

From free association to free parameters: machine-learning empowers artificial intelligence models to rate the affective-relational aspects of narratives like an expert psychologist

Background Narrative assessment offers unique insight into psychological functioning but is resource-intensive, requiring extensive expert training and time. Recent work suggests Artificial Intelligence (AI), including moderately sized, adaptable large language models (LLMs), can master narrative assessment's complex,...

Caleb J. Siefert, Barry Dauphin, Jenelle M. Slavin-Mulford et al. · 0 citations

Adaptive Ecological Momentary Assessment with a Hybrid Language Model: Formative Expert Review and Retrospective Evaluation

EMA-E4B, a hybrid framework for question selection and prompt timing, is presented and retrospectively evaluated to establish a concrete, inspectable framework and clarify the distinct roles of action scoring and response review.

Arash Ahmadi, Ding-Jing Shi, Y. Banad · 0 citations

Related blog posts

We use cookies to run the site and, with your consent, for analytics and to show ads. See our Cookie Policy.