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Automated assessment of open responses in K–12 science education poses significant challenges due to the multimodal nature of student work, which often integrates textual explanations, drawings, and handwritten elements. Traditional evaluation methods that focus solely on textual analysis fail to capture the full breadth of student reasoning and are susceptible to biases such as handwriting neatness or answer length. In this paper, we propose a novel LLM-augmented multimodal evaluation framework that addresses these limitations through a comprehensive, bias-corrected grading system. Our approach leverages LLMs to generate causal knowledge graphs that encapsulate the essential conceptual relationships in student responses, comparing these graphs with those derived automatically from the rubrics and submissions. Experimental results demonstrate that our framework improves grading accuracy and consistency over deep supervised learning and few-shot LLM baselines. 

Short answer assessment is a vital component of science education, allowing evaluation of students' complex three-dimensional understanding. Large language models (LLMs) that possess human-like ability in linguistic tasks are increasingly popular in assisting human graders to reduce their workload. However, LLMs' limitations in domain knowledge restrict their understanding in task-specific requirements and hinder their ability to achieve satisfactory performance. Retrieval-augmented generation (RAG) emerges as a promising solution by enabling LLMs to access relevant domain-specific knowledge during assessment. In this work, we propose an adaptive RAG framework for automated grading that dynamically retrieves and incorporates domain-specific knowledge based on the question and student answer context. Our approach combines semantic search and curated educational sources to retrieve valuable reference materials. Experimental results in a science education dataset demonstrate that our system achieves an improvement in grading accuracy compared to baseline LLM approaches. The findings suggest that RAG-enhanced grading systems can serve as reliable support with efficient performance gains. 

The Framework for K-12 Science Education recognizes modeling as an essential practice for building deep understanding of science. Modeling assessments should measure the ability to integrate Disciplinary Core Ideas and Crosscutting Concepts. Machine learning (ML) has been utilized to score and provide feedback on open-ended Learning Progression (LP)-aligned assessments. Analytic rubrics have been shown to be easier to evaluate the validity of ML-based scores. A possible drawback of using analytic rubrics is the potential for oversimplification of integrated ideas. We demonstrate the deconstruction of a 3D holistic rubric for modeling assessments aligned LP for Physical Science. We describe deconstructing this rubric into analytic categories for ML training and to preserve its 3D nature. 

Abstract Topologically ordered phases of matter elude Landau’s symmetry-breaking theory, featuring a variety of intriguing properties such as long-range entanglement and intrinsic robustness against local perturbations. Their extension to periodically driven systems gives rise to exotic new phenomena that are forbidden in thermal equilibrium. Here, we report the observation of signatures of such a phenomenon—a prethermal topologically ordered time crystal—with programmable superconducting qubits arranged on a square lattice. By periodically driving the superconducting qubits with a surface code Hamiltonian, we observe discrete time-translation symmetry breaking dynamics that is only manifested in the subharmonic temporal response of nonlocal logical operators. We further connect the observed dynamics to the underlying topological order by measuring a nonzero topological entanglement entropy and studying its subsequent dynamics. Our results demonstrate the potential to explore exotic topologically ordered nonequilibrium phases of matter with noisy intermediate-scale quantum processors.