# Large Language Models As MOOCs Graders

arXiv: https://arxiv.org/abs/2402.03776 · HTML: https://mlsanity.com/paper/2402.03776/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- Builds on 11 of its 31 references that are in the map.
- First posted on arXiv 6 Feb 2024.

## Builds on (most cited first, 11 of 11)

- [Attention Is All You Need](https://mlsanity.com/paper/1706.03762/) (2017)
- [BERT: Pre-training of Deep Bidirectional Transformers for Language Understanding](https://mlsanity.com/paper/1810.04805/) (2018)
- [GPT-4 Technical Report](https://mlsanity.com/paper/2303.08774/) (2023)
- [Training language models to follow instructions with human feedback](https://mlsanity.com/paper/2203.02155/) (2022)
- [Large Language Models are Zero-Shot Reasoners](https://mlsanity.com/paper/2205.11916/) (2022)
- [Sparks of Artificial General Intelligence: Early experiments with GPT-4](https://mlsanity.com/paper/2303.12712/) (2023)
- [A Multitask, Multilingual, Multimodal Evaluation of ChatGPT on Reasoning, Hallucination, and Interactivity](https://mlsanity.com/paper/2302.04023/) (2023)
- [Time Travel in LLMs: Tracing Data Contamination in Large Language Models](https://mlsanity.com/paper/2308.08493/) (2023)
- [Data Contamination Quiz: A Tool to Detect and Estimate Contamination in Large Language Models](https://mlsanity.com/paper/2311.06233/) (2023)
- [Large Language Models for Education: Grading Open-Ended Questions Using ChatGPT](https://mlsanity.com/paper/2307.16696/) (2023)
- [Balancing Cost and Quality: An Exploration of Human-in-the-loop Frameworks for Automated Short Answer Scoring](https://mlsanity.com/paper/2206.08288/) (2022)

## Built on by (most cited first, 2 of 2)

- [From MOOC to MAIC: Reshaping Online Teaching and Learning through LLM-driven Agents](https://mlsanity.com/paper/2409.03512/) (2024)
- [Using Large Language Models for Automated Grading of Student Writing about Science](https://mlsanity.com/paper/2412.18719/) (2024)

## Abstract (arXiv)

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.