instructional support

Preprint: TutorCaseBench separates recognizing a strategy from responding to a learner

Yeon Su Park, Chanyoung Park, Tae Soo Kim, Seungju Kim, Hyunwoo Kim, Daho Jung, Jinsung Yoon, Juho Kim

arXiv preprint

A benchmark builds simulated tutoring cases from qualitative education studies. Models were more successful at choosing a proposed strategy than at generating a response adapted to the particular situation.