Imagen de Portada

Achieving Human Level Partial Credit Grading of Written Responses to Physics Conceptual Question using GPT-3.5 with Only Prompt Engineering

Fuente: arXiv

Guardado en:

Detalles Bibliográficos
Autores principales:	Chen, Zhongzhou, Wan, Tong
Formato:	Preprint
Publicado:	2024
Materias:	Physics Education
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Using Large Language Models to Assign Partial Credit to Students' Explanations of Problem-Solving Process: Grade at Human Level Accuracy with Grading Confidence Index and Personalized Student-facing Feedback
por: Chen, Zhongzhou, et al.
Publicado: (2024)

Exploring Generative AI assisted feedback writing for students' written responses to a physics conceptual question with prompt engineering and few-shot learning
por: Wan, Tong, et al.
Publicado: (2023)

Reliable generation of isomorphic physics problems using Generative AI with prompt-chaining and tool use
por: Chen, Zhongzhou
Publicado: (2025)

Comparing student performance on a multi-attempt asynchronous assessment to a single-attempt synchronous assessment in introductory level physics
por: Frederick, Emily, et al.
Publicado: (2024)

Using an LLM to Investigate Students' Explanations on Conceptual Physics Questions
por: Savage, Sean, et al.
Publicado: (2025)

Opportunities and Challenges in Harnessing Digital Technology for Effective Teaching and Learning
por: Chen, Zhongzhou, et al.
Publicado: (2025)

Exploring Teachers' Perceptions of ChatGPT Through Prompt Engineering
por: Gousopoulos, Dimitrios
Publicado: (2025)

Perspectives of Women and Men Students and Faculty on Conceptual and Quantitative Problem-Solving in Physics from Introductory to Graduate Levels
por: Ghimire, Apekshya, et al.
Publicado: (2025)

A Conceptual Framework for Understanding Empathy in Physics Faculty
por: Hamdan, Alia, et al.
Publicado: (2024)

From Self-Crafted to Engineered Prompts: Student Evaluations of AI-Generated Feedback in Introductory Physics
por: Sirnoorkar, Amogh, et al.
Publicado: (2025)

Comprehensive Written Exams: Questions and Answers.
por: Hardy, Janice Valerye
Publicado: (1997)

Conceptualization and Quantitative study of Aesthetic and Affective Perception of Pictures in Physics Education
por: Zähringer, Tatjana, et al.
Publicado: (2024)

The Gendered Cost of Lower Grades: Women's Physics Perceived Recognition and Identity Suffer Disproportionately If They Earn Less Than A Grade
por: Kashyap, Jaya Shivangani, et al.
Publicado: (2026)

Feedback That Clicks: Introductory Physics Students' Valued Features in AI Feedback Generated From Self-Crafted and Engineered Prompts
por: Sirnoorkar, Amogh, et al.
Publicado: (2025)

Role of Mentorship, Career Conceptualization, and Leadership in Developing Women's Physics Identity and Belonging
por: Rosenberg, Jessica L., et al.
Publicado: (2024)

Response to: GradeGPT—Generative AI for grading post‐OSCE notes
por: Florence Hurley, et al.
Publicado: (2025)

Realizing Visual Question Answering for Education: GPT-4V as a Multimodal AI
por: Lee, Gyeong-Geon, et al.
Publicado: (2024)

Developing a ChatGPT-Based Tool for Physics Experiment Teaching
por: Liu, Yifeng, et al.
Publicado: (2025)

How Well Do AI Systems Solve AP Physics? A Comparative Evaluation of Large Language Models on Algebra-Based Free Response Questions
por: Paul, Bilas, et al.
Publicado: (2026)

Performance of ChatGPT‐3.5 and ChatGPT‐4o in the Japanese National Dental Examination
por: Osamu Uehara, et al.
Publicado: (2024)

Using skateboarding to develop a culturally relevant tutorial on static equilibrium
por: Viray, Gian, et al.
Publicado: (2024)

Assessing Confidence in AI-Assisted Grading of Physics Exams through Psychometrics: An Exploratory Study
por: Kortemeyer, Gerd, et al.
Publicado: (2024)

Using AI Large Language Models for Grading in Education: A Hands-On Test for Physics
por: Mok, Ryan, et al.
Publicado: (2024)

Developing a custom GPT based on Inquiry Based Learning for Physics Teachers
por: Gousopoulos, Dimitrios
Publicado: (2024)

Grading Assistance for a Handwritten Thermodynamics Exam using Artificial Intelligence: An Exploratory Study
por: Kortemeyer, Gerd, et al.
Publicado: (2024)

A Framework for Understanding the Impact of Integrating Conceptual and Quantitative Reasoning in a Quantum Optics Tutorial on Students' Conceptual Understanding
por: Justice, Paul D., et al.
Publicado: (2025)

Evaluating GPT- and Reasoning-based Large Language Models on Physics Olympiad Problems: Surpassing Human Performance and Implications for Educational Assessment
por: Tschisgale, Paul, et al.
Publicado: (2025)

You and Me and Human Sexuality: A Student Booklet Written for Deaf Adolescents.
Publicado: (1980)

Minimum Teaching Essentials: Grades 3-5.
Publicado: (1980)

Impact of Criterion-Based Reflection on Prospective Physics Teachers' Perceptions of ChatGPT-Generated Content
por: Sadidi, Farahnaz, et al.
Publicado: (2024)

Assessing Large Language Models in Mechanical Engineering Education: A Study on Mechanics-Focused Conceptual Understanding
por: Tian, Jie, et al.
Publicado: (2024)

How understanding large language models can inform the use of ChatGPT in physics education
por: Polverini, Giulia, et al.
Publicado: (2023)

Feedback Indices to Evaluate LLM Responses to Rebuttals for Multiple Choice Type Questions
por: Dunlap, Justin C., et al.
Publicado: (2026)

Null Results, Real Learning: Geomagnetic Response to an X1.8 Solar Flare with Research-Grade and Smartphone Magnetometers in a Citizen-Science Classroom Activity
por: Hart, Roger M., et al.
Publicado: (2025)

Trends and Gender Disparities in Grades and Grade Penalties Among Bioscience and Health-Related Major Students Before, During, and After COVID-19 Remote Instruction
por: Malespina, Alysa, et al.
Publicado: (2025)

A Comparison of Human‐Written Versus AI ‐Generated Text in Discussions at Educational Settings: Investigating Features for ChatGPT , Gemini and BingAI
por: Hatice Yildiz Durak, et al.
Publicado: (2025)

Using Computational Physics Essays to Facilitate Engineering Students' Computational Thinking
por: Savage, Sean, et al.
Publicado: (2026)

Performance of ChatGPT on the Test of Understanding Graphs in Kinematics
por: Polverini, Giulia, et al.
Publicado: (2023)

Particle Builder A Board Game for the Teaching of the Standard Model of Particle Physics at a Secondary Level
por: McGinness, Lachlan, et al.
Publicado: (2025)

The University's Responsibility in Offering Continuing Education for Professionals--Can Graduate Credit be Justified?
por: Hattlestad, Neil W.
Publicado: (1981)