2025/05/19 by Ding, Ming, Kyng, Rasmus, Solda, Federico +1 · 1 voice · 1 citation
#Computation and Language (cs.CL) #Computers and Society (cs.CY) #FOS: Computer and information sciences
paper · doi:10.48550/arxiv.2505.13664
As large language models (LLMs) advance, their role in higher education, particularly in free-response problem-solving, requires careful examination. This study assesses the performance of GPT-4o and o1-preview under realistic educational conditions in an undergraduate algorithms course. Anonymous GPT-generated solutions to take-home exams were graded by teaching assistants unaware of their origin. Our analysis examines both coarse-grained performance (scores) and fine-grained reasoning quality (error patterns). Results show that GPT-4o consistently struggles, failing to reach the passing threshold, while o1-preview performs significantly better, surpassing the passing score and even exceeding the student median in certain exercises. However, both models exhibit issues with unjustified claims and misleading arguments. These findings highlight the need for robust assessment strategies and AI-aware grading policies in education.