Evaluating Feedback Focus and Pedagogical Adaptivity in LLM-Generated Feedback on Student Writing
We investigate whether state-of-the-art large language models (LLMs) generate feedback that reflects the pedagogical practices of expert teachers in terms of feedback focus and adaptivity. Previous evaluation efforts have examined feedback characteristics, its impact on learning, and its target, yet the focus of feedback and its adaptivity remains largely overlooked. To bridge this gap, we adopt and refine Narciss's taxonomy into seven feedback focus types to annotate teacher and LLM-generated feedback across three university writing courses. We release FeedType, a benchmark containing annotated teacher and LLM feedback from six LLMs under three prompting strategies. We assess the coverag...
| Authors | Norah Almousa, Shayan Peyghambari Oskoui, Raquel Coelho et al. |
|---|---|
| Primary category | cs.CL |
| Published | 23 September 2026 |
| Last updated at source | 23 September 2026 |
Silytics shows public metadata from arXiv and links to the original. Information may be incomplete or out of date. Last refreshed 17 October 2026. Licenses and terms of the original apply to the work itself. Not financial, legal or professional advice.