# Improving Assessment of Tutoring Practices using Retrieval-Augmented Generation

arXiv: https://arxiv.org/abs/2402.14594 · HTML: https://mlsanity.com/paper/2402.14594/

## Key facts

- Cited by 11 papers in the map (data through 14 Oct 2026).
- Builds on 5 of its 17 references that are in the map.
- First posted on arXiv 4 Feb 2024.

## Builds on (most cited first, 5 of 5)

- [Retrieval-Augmented Generation for Knowledge-Intensive NLP Tasks](https://mlsanity.com/paper/2005.11401/) (2020)
- [Tree of Thoughts: Deliberate Problem Solving with Large Language Models](https://mlsanity.com/paper/2305.10601/) (2023)
- [Survey of Hallucination in Natural Language Generation](https://mlsanity.com/paper/2202.03629/) (2022)
- [Is ChatGPT a Good Teacher Coach? Measuring Zero-Shot Performance For Scoring and Providing Actionable Insights on Classroom Instruction](https://mlsanity.com/paper/2306.03090/) (2023)
- [Using Large Language Models to Provide Explanatory Feedback to Human Tutors](https://mlsanity.com/paper/2306.15498/) (2023)

## Built on by (most cited first, 11 of 11)

- [How Can I Improve? Using GPT to Highlight the Desired and Undesired Parts of Open-ended Responses](https://mlsanity.com/paper/2405.00291/) (2024)
- [Predicting Learning Performance with Large Language Models: A Study in Adult Literacy](https://mlsanity.com/paper/2403.14668/) (2024)
- [RAMO: Retrieval-Augmented Generation for Enhancing MOOCs Recommendations](https://mlsanity.com/paper/2407.04925/) (2024)
- [Comparing RAG and GraphRAG for Page-Level Retrieval Question Answering on a Math Textbook](https://mlsanity.com/paper/2509.16780/) (2025)
- [RAG over Thinking Traces Can Improve Reasoning Tasks](https://mlsanity.com/paper/2605.03344/) (2026)
- [Toward Automated Qualitative Analysis: Leveraging Large Language Models for Tutoring Dialogue Evaluation](https://mlsanity.com/paper/2504.13882/) (2025)
- [CODE-GEN: A Human-in-the-Loop RAG-Based Agentic AI System for Multiple-Choice Question Generation](https://mlsanity.com/paper/2604.03926/) (2026)
- [Political Events using RAG with LLMs](https://mlsanity.com/paper/2502.15701/) (2025)
- [Chat-Based Support Alone May Not Be Enough: Comparing Conversational and Embedded LLM Feedback for Mathematical Proof Learning](https://mlsanity.com/paper/2602.18807/) (2026)
- [Large Language Models in K-12 Education: Alignment with State Curriculum Standards and Student Personas](https://mlsanity.com/paper/2606.04846/) (2026)
- [Mapping the RAG Landscape: A Four Axis Taxonomy of Efficiency, Defense, Interactivity, and Reasoning](https://mlsanity.com/paper/2610.01936/) (2026)

## Abstract (arXiv)

One-on-one tutoring is an effective instructional method for enhancing learning, yet its efficacy hinges on tutor competencies. Novice math tutors often prioritize content-specific guidance, neglecting aspects such as social-emotional learning. Social-emotional learning promotes equity and inclusion and nurturing relationships with students, which is crucial for holistic student development. Assessing the competencies of tutors accurately and efficiently can drive the development of tailored tutor training programs. However, evaluating novice tutor ability during real-time tutoring remains challenging as it typically requires experts-in-the-loop. To address this challenge, this preliminary study aims to harness Generative Pre-trained Transformers (GPT), such as GPT-3.5 and GPT-4 models, to automatically assess tutors' ability of using social-emotional tutoring strategies. Moreover, this study also reports on the financial dimensions and considerations of employing these models in real-time and at scale for automated assessment. The current study examined four prompting strategies: two basic Zero-shot prompt strategies, Tree of Thought prompt, and Retrieval-Augmented Generator (RAG) based prompt. The results indicate that the RAG prompt demonstrated more accurate performance (assessed by the level of hallucination and correctness in the generated assessment texts) and lower financial costs than the other strategies evaluated. These findings inform the development of personalized tutor training interventions to enhance the the educational effectiveness of tutored learning.