Evaluating Students' Open-ended Written Responses With Llms: Using The RAG Framework For GPT-3.5, GPT-4, Claude-3, And Mistral-large
Jauhiainen Jussi S., Guerra Agustín Garagorry. Arxiv 2024
[Paper]
Evaluating open-ended written examination responses from students is an essential yet time-intensive task for educators, requiring a high degree of effort, consistency, and precision. Recent developments in Large Language Models (LLMs) present a promising opportunity to balance the need for thorough evaluation with efficient use of educators’ time. In our study, we explore the effectiveness of LLMs ChatGPT-3.5, ChatGPT-4, Claude-3, and Mistral-Large in assessing university students’ open-ended answers to questions made about reference material they have studied. Each model was instructed to evaluate 54 answers repeatedly under two conditions: 10 times (10-shot) with a temperature setting of 0.0 and 10 times with a temperature of 0.5, expecting a total of 1,080 evaluations per model and 4,320 evaluations across all models. The RAG (Retrieval Augmented Generation) framework was used as the framework to make the LLMs to process the evaluation of the answers. As of spring 2024, our analysis revealed notable variations in consistency and the grading outcomes provided by studied LLMs. There is a need to comprehend strengths and weaknesses of LLMs in educational settings for evaluating open-ended written responses. Further comparative research is essential to determine the accuracy and cost-effectiveness of using LLMs for educational assessments.
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