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This paper presents reports on a series of experiments with a novel dataset evaluating how well Large Language Models (LLMs) can mark (i.e. grade) open text responses to short answer questions, Specifically, we explore how well different combinations of GPT version and prompt engineering strategies performed at marking real student answers to short answer across different domain areas (Science and History) and grade-levels (spanning ages 5-16) using a new, never-used-before dataset from Carousel, a quizzing platform. We found that GPT-4, with basic few-shot prompting performed well (Kappa, 0.70) and, importantly, very close to human-level performance (0.75). This research builds on prior findings that GPT-4 could reliably score short answer reading comprehension questions at a performance-level very close to that of expert human raters. The proximity to human-level performance, across a variety of subjects and grade levels suggests that LLMs could be a valuable tool for supporting low-stakes formative assessment tasks in K-12 education and has important implications for real-world education delivery.

Open-ended questions, which require students to produce multi-word, nontrivial responses, are a popular tool for formative assessment as they provide more specific insights into what students do and don't know. However, grading open-ended questions can be time-consuming leading teachers to resort to simpler question formats or conduct fewer formative assessments. While there has been a longstanding interest in automating of short-answer grading (ASAG), but previous approaches have been technically complex, limiting their use in formative assessment contexts. The newest generation of Large Language Models (LLMs) potentially makes grading short answer questions more feasible. This paper investigates the potential for the newest version of LLMs to be used in ASAG, specifically in the grading of short answer questions for formative assessments, in two ways. First, it introduces a novel dataset of short answer reading comprehension questions, drawn from a set of reading assessments conducted with over 150 students in Ghana. This dataset allows for the evaluation of LLMs in a new context, as they are predominantly designed and trained on data from high-income North American countries. Second, the paper empirically evaluates how well various configurations of generative LLMs grade student short answer responses compared to expert human raters. The findings show that GPT-4, with minimal prompt engineering, performed extremely well on grading the novel dataset (QWK 0.92, F1 0.89), reaching near parity with expert human raters. To our knowledge this work is the first to empirically evaluate the performance of generative LLMs on short answer reading comprehension questions using real student data, with low technical hurdles to attaining this performance. These findings suggest that generative LLMs could be used to grade formative literacy assessment tasks.

This paper reports on a set of three recent experiments utilizing large-scale speech models to evaluate the oral reading fluency (ORF) of students in Ghana. While ORF is a well-established measure of foundational literacy, assessing it typically requires one-on-one sessions between a student and a trained evaluator, a process that is time-consuming and costly. Automating the evaluation of ORF could support better literacy instruction, particularly in education contexts where formative assessment is uncommon due to large class sizes and limited resources. To our knowledge, this research is among the first to examine the use of the most recent versions of large-scale speech models (Whisper V2 wav2vec2.0) for ORF assessment in the Global South. We find that Whisper V2 produces transcriptions of Ghanaian students reading aloud with a Word Error Rate of 13.5. This is close to the model's average WER on adult speech (12.8) and would have been considered state-of-the-art for children's speech transcription only a few years ago. We also find that when these transcriptions are used to produce fully automated ORF scores, they closely align with scores generated by expert human graders, with a correlation coefficient of 0.96. Importantly, these results were achieved on a representative dataset (i.e., students with regional accents, recordings taken in actual classrooms), using a free and publicly available speech model out of the box (i.e., no fine-tuning). This suggests that using large-scale speech models to assess ORF may be feasible to implement and scale in lower-resource, linguistically diverse educational contexts.

This paper describes the on-telescope performance of the Wide Field Spectrograph (WiFeS). The design characteristics of this instrument, at the Research School of Astronomy and Astrophysics (RSAA) of the Australian National University (ANU) and mounted on the ANU 2.3m telescope at the Siding Spring Observatory has been already described in an earlier paper (Dopita et al. 2007). Here we describe the throughput, resolution and stability of the instrument, and describe some minor issues which have been encountered. We also give a description of the data reduction pipeline, and show some preliminary results., Comment: Accepted for publication in Astrophysics & Space Science, 15pp, 11 figures