Agreement Is Not Validity: Cross-Model LLM Consensus in Diagnosing Student Failure Modes in K-12 Math Tutoring Dialogue

Excerpt

arXiv:2610.08703v1 Announce Type: new Abstract: In K-12 mathematics tutoring, student-tutor dialogue provides rich evidence of learners' problem-solving processes and sources of difficulty. Learning analytics research increasingly relies on large language models (LLMs) to extract such information from dialogue for a variety of downstream tasks, including knowledge tracing, behavioral modeling, and diagnosis of student reasoning errors. However, the validity of these model-generated interpretatio