Using language models in the implicit automated assessment of mathematical short answer items

Abstract: We propose a new way to assess certain short constructed responses to mathematics items. Our approach uses a pipeline that identifies the key values specified by the student in their response. This allows us to determine the correctness of the response, as well as identify any misconceptions. The information from the value identification pipeline can then be used to provide feedback to the teacher and student. The value identification pipeline consists of two fine-tuned LLMs. The first model determines if a value is implicit in the student response. The second model identifies where in the response the key value is specified. We consider both a generic model that can be used for any prompt and value, as well as models that are specific to each prompt and value. The value identification pipeline is a more accurate and informative way to assess short constructed responses than traditional rubric-based scoring. It can be used to provide more targeted feedback to students, which can help them improve their understanding of mathematics.