Raquel Coelho

Shayan Peyghambari Oskoui, Norah Almousa, Zhaoyi Joey Hou et al.

Effective writing feedback is among the strongest drivers of student learning, yet producing it at scale is labor-intensive. LLMs offer a natural path to scaling writing support, but two gaps stand in the way: few public corpora capture how instructors actually deliver feedback in real classrooms, and no reliable method measures whether generated feedback aligns with what an instructor would write. We address both. SEFORA is a public corpus pairing instructor inline feedback with assignment prompts, rubrics, scores, and multi-draft revisions across various college writing genres, comprising 564 drafts and 8,240 instructor annotations. UniMatch is a reference-based evaluation framework for open-ended generation: it segments feedback into feedback units, scores their semantic correspondence under instructor-derived criteria, and aligns them via optimal matching to yield interpretable precision, recall, and F1. Across 74 experimental configurations spanning multiple LLMs, no setting exceeds 0.4 F1. UniMatch reveals that models struggle to identify the feedback instructors would prioritize, and performance degrades as models generate more.

Raquel Coelho, Roy Pea, Christian Schunn et al.

As quantum information science advances and the need for pre-college engagement grows, a critical question remains: How can young learners be prepared to participate in a field so radically different from what they have encountered before? This paper argues that meeting this challenge will require strong interdisciplinary collaboration with the Learning Sciences (LS), a field dedicated to understanding how people learn and designing theory-guided environments to support learning. Drawing on lessons from previous STEM education efforts, we discuss two key contributions of the learning sciences to quantum information science (QIS) education. The first is design-based research, the signature methodology of learning sciences, which can inform the development, refinement, and scaling of effective QIS learning experiences. The second is a framework for reshaping how learners reason about, learn and participate in QIS practices through shifts in knowledge representations that provide new forms of engagement and associated learning. We call for a two-way partnership between quantum information science and the learning sciences, one that not only supports learning in quantum concepts and practices but also improves our understanding of how to teach and support learning in highly complex domains. We also consider potential questions involved in bridging these disciplinary communities and argue that the theoretical and practical benefits justify the effort.