Joshua Gilbert

h-index54
2papers

2 Papers

9.4APMar 26
Efficient Detection of Bad Benchmark Items with Novel Scalability Coefficients

Michael Hardy, Joshua Gilbert, Benjamin Domingue

The validity of assessments, from large-scale AI benchmarks to human classrooms, depends on the quality of individual items, yet modern evaluation instruments often contain thousands of items with minimal psychometric vetting. We introduce a new family of nonparametric scalability coefficients based on interitem isotonic regression for efficiently detecting globally bad items (e.g., miskeyed, ambiguously worded, or construct-misaligned). The central contribution is the signed isotonic $R^2$, which measures the maximal proportion of variance in one item explainable by a monotone function of another while preserving the direction of association via Kendall's $τ$. Aggregating these pairwise coefficients yields item-level scores that sharply separate problematic items from acceptable ones without assuming linearity or committing to a parametric item response model. We show that the signed isotonic $R^2$ is extremal among monotone predictors (it extracts the strongest possible monotone signal between any two items) and show that this optimality property translates directly into practical screening power. Across three AI benchmark datasets (HS Math, GSM8K, MMLU) and two human assessment datasets, the signed isotonic $R^2$ consistently achieves top-tier AUC for ranking bad items above good ones, outperforming or matching a comprehensive battery of classical test theory, item response theory, and dimensionality-based diagnostics. Crucially, the method remains robust under the small-n/large-p conditions typical of AI evaluation, requires only bivariate monotone fits computable in seconds, and handles mixed item types (binary, ordinal, continuous) without modification. It is a lightweight, model-agnostic filter that can materially reduce the reviewer effort needed to find flawed items in modern large-scale evaluation regimes.

CYAug 9, 2025
Assessing the Quality of AI-Generated Exams: A Large-Scale Field Study

Calvin Isley, Joshua Gilbert, Evangelos Kassos et al.

While large language models (LLMs) challenge conventional methods of teaching and learning, they present an exciting opportunity to improve efficiency and scale high-quality instruction. One promising application is the generation of customized exams, tailored to specific course content. There has been significant recent excitement on automatically generating questions using artificial intelligence, but also comparatively little work evaluating the psychometric quality of these items in real-world educational settings. Filling this gap is an important step toward understanding generative AI's role in effective test design. In this study, we introduce and evaluate an iterative refinement strategy for question generation, repeatedly producing, assessing, and improving questions through cycles of LLM-generated critique and revision. We evaluate the quality of these AI-generated questions in a large-scale field study involving 91 classes -- covering computer science, mathematics, chemistry, and more -- in dozens of colleges across the United States, comprising nearly 1700 students. Our analysis, based on item response theory (IRT), suggests that for students in our sample the AI-generated questions performed comparably to expert-created questions designed for standardized exams. Our results illustrate the power of AI to make high-quality assessments more readily available, benefiting both teachers and students.