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The research aims to explore the role of LLMs in educational assessments and their capacity for nuanced feedback.

From Evaluation to Emulation: LLMs as Agents of Iterative Pedagogical Design

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The research aims to explore the role of LLMs in educational assessments and their capacity for nuanced feedback.
Developed a framework using situated learning theory and cognitive models.
Evaluated student design artifacts using rubric-guided prompting across various roles.
Coded feedback outputs for tone and focus on evaluation categories.
Measured LLM-human agreement with Cronbach’s Alpha.
Rubric engineering improved LLM-human agreement in complex evaluation categories.
LLMs produced role-sensitive variations in feedback.
Final ratings from rubric-tuned LLMs showed high consistency with human ratings.

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Demonstrates LLMs improving evaluative reasoning in education, indicating their role as innovative feedback tools.

Yaşar et al. (2026) studied this question.

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