# Learning Progression-Guided AI Evaluation of Scientific Models To Support Diverse Multi-Modal Understanding in NGSS Classroom

arXiv: https://arxiv.org/abs/2509.18157 · HTML: https://mlsanity.com/paper/2509.18157/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 4 of its 21 references that are in the map.
- First posted on arXiv 16 Sep 2025.

## Builds on (most cited first, 4 of 4)

- [Deep Residual Learning for Image Recognition](https://mlsanity.com/paper/1512.03385/) (2015)
- [Adam: A Method for Stochastic Optimization](https://mlsanity.com/paper/1412.6980/) (2014)
- [PyTorch: An Imperative Style, High-Performance Deep Learning Library](https://mlsanity.com/paper/1912.01703/) (2019)
- [Evaluation: from precision, recall and F-measure to ROC, informedness, markedness and correlation](https://mlsanity.com/paper/2010.16061/) (2020)

## Abstract (arXiv)

Learning Progressions (LPs) can help adjust instruction to individual learners needs if the LPs reflect diverse ways of thinking about a construct being measured, and if the LP-aligned assessments meaningfully measure this diversity. The process of doing science is inherently multi-modal with scientists utilizing drawings, writing and other modalities to explain phenomena. Thus, fostering deep science understanding requires supporting students in using multiple modalities when explaining phenomena. We build on a validated NGSS-aligned multi-modal LP reflecting diverse ways of modeling and explaining electrostatic phenomena and associated assessments. We focus on students modeling, an essential practice for building a deep science understanding. Supporting culturally and linguistically diverse students in building modeling skills provides them with an alternative mode of communicating their understanding, essential for equitable science assessment. Machine learning (ML) has been used to score open-ended modeling tasks (e.g., drawings), and short text-based constructed scientific explanations, both of which are time-consuming to score. We use ML to evaluate LP-aligned scientific models and the accompanying short text-based explanations reflecting multi-modal understanding of electrical interactions in high school Physical Science. We show how LP guides the design of personalized ML-driven feedback grounded in the diversity of student thinking on both assessment modes.