AI models surpassed the highest score recorded for a human test taker in this year's University of Tokyo entrance exam, a new study shows. If an artificial intelligence model such as ChatGPT had taken the entrance exams for Japan's top university in 2026, it would have been assessed as top of the class and admitted for scoring higher than any human test takers, a study by AI startup LifePrompt has found. The research used three major AI models -- ChatGPT 5.2 Thinking by OpenAI, Gemini 3 Pro Preview by Google and Claude Opus 4.5 by Anthropic -- and had them take the actual entrance exam used by the University of Tokyo in February 2026 to assess candidates for courses set to start in April. The university's category 3 science exam, often taken by those who want to enter the institution's medical school, is considered the most difficult exam to pass in Japan. In a time of both misinformation and too much information, quality journalism is more crucial than ever.

Computerized adaptive testing (CA T), as a tool that can efficiently measure student's ability, has been widely used in various standardized tests (e.g., GMA T and

A hallmark property of explainable AI models is the ability to teach other agents, communicating knowledge of how to perform a task. While Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions, it is unclear whether they also make good teachers for weaker agents. To address this, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data.

This paper introduces the first publicly available dataset for Automatic Essay Scoring (AES) and feedback generation in Basque, targeting the CEFR C1 proficiency level. The dataset comprises 3,200 essays from HABE, each annotated by expert evaluators with criterion specific scores covering correctness, richness, coherence, cohesion, and task alignment enriched with detailed feedback and error examples. We fine-tune open-source models, including RoBERTa-EusCrawl and Latxa 8B/70B, for both scoring and explanation generation. Our experiments show that encoder models remain highly reliable for AES, while supervised fine-tuning (SFT) of Latxa significantly enhances performance, surpassing state-of-the-art (SoTA) closed-source systems such as GPT-5 and Claude Sonnet 4.5 in scoring consistency and feedback quality. We also propose a novel evaluation methodology for assessing feedback generation, combining automatic consistency metrics with expert-based validation of extracted learner errors. Results demonstrate that the fine-tuned Latxa model produces criterion-aligned, pedagogically meaningful feedback and identifies a wider range of error types than proprietary models. This resource and benchmark establish a foundation for transparent, reproducible, and educationally grounded NLP research in low-resource languages such as Basque.

The benchmark spans five core categories: grammar, morphology, spelling, reading comprehension, and syntax, through 150 expert-designed multiple choice questions that directly assess structural language understanding. Evaluating 35 Arabic and bilingual LLMs reveals that current models demonstrate strong surface level proficiency but struggle with deeper grammatical and syntactic reasoning. AraLingBench highlights a persistent gap between high scores on knowledge-based benchmarks and true linguistic mastery, showing that many models succeed through memorization or pattern recognition rather than authentic comprehension. By isolating and measuring fundamental linguistic skills, AraLingBench provides a diagnostic framework for developing Arabic LLMs. The full evaluation code is publicly available on GitHub.

Assessment of medication history-taking has traditionally relied on human observation, limiting scalability and detailed performance data. While Generative AI (GenAI) platforms enable extensive data collection and learning analytics provide powerful methods for analyzing educational traces, these approaches remain largely underexplored in pharmacy clinical training. This study addresses this gap by applying learning analytics to understand how students develop clinical communication competencies with GenAI-powered virtual patients -- a crucial endeavor given the diversity of student cohorts, varying language backgrounds, and the limited opportunities for individualized feedback in traditional training settings. We analyzed 323 students' interaction logs across Australian and Malaysian institutions, comprising 50,871 coded utterances from 1,487 student-GenAI dialogues. Combining Epistemic Network Analysis to model inquiry co-occurrences with Sequential Pattern Mining to capture temporal sequences, we found that high performers demonstrated strategic deployment of information recognition behaviors. Specifically, high performers centered inquiry on recognizing clinically relevant information, integrating rapport-building and structural organization, while low performers remained in routine question-verification loops. Demographic factors including first-language background, prior pharmacy work experience, and institutional context, also shaped distinct inquiry patterns. These findings reveal inquiry patterns that may indicate clinical reasoning development in GenAI-assisted contexts, providing methodological insights for health professions education assessment and informing adaptive GenAI system design that supports diverse learning pathways.

With the rapid development of large language models (LLMs), the applications of LLMs have grown substantially. In the education domain, LLMs demonstrate significant potential, particularly in automatic text generation, which enables the creation of intelligent and adaptive learning content. This paper proposes a new LLMs framework, which is named as Reading Comprehension Exercise Generation (RCEG). It can generate high-quality and personalized English reading comprehension exercises automatically. Firstly, RCEG uses fine-tuned LLMs to generate content candidates. Then, it uses a discriminator to select the best candidate. Finally, the quality of the generated content has been improved greatly. To evaluate the performance of RCEG, a dedicated dataset for English reading comprehension is constructed to perform the experiments, and comprehensive evaluation metrics are used to analyze the experimental results. These metrics include content diversity, factual accuracy, linguistic toxicity, and pedagogical alignment. Experimental results show that RCEG significantly improves the relevance and cognitive appropriateness of the generated exercises.

We conduct extensive experiments on four challenging RC benchmarks.

We propose DecaProp (Densely Connected Attention Propagation), a new densely connected neural architecture for reading comprehension (RC). There are two distinct characteristics of our model. Firstly, our model densely connects all pairwise layers of the network, modeling relationships between passage and query across all hierarchical levels. Secondly, the dense connectors in our network are learned via attention instead of standard residual skip-connectors. To this end, we propose novel Bidirectional Attention Connectors (BAC) for efficiently forging connections throughout the network. We conduct extensive experiments on four challenging RC benchmarks. Our proposed approach achieves state-of-the-art results on all four, outperforming existing baselines by up to 2.6% to 14.2% in absolute F1 score.

The majority of summarized essays fall well below the 512 - token limit (marked by the red dashed line), indicating that the summarization process effectively compressed the original texts while maintaining consistency in length. The smooth decline beyond 300 tokens and the sparse occurrence of samples approaching the upper l imit suggest that v ery few summaries exceeded the intended compression threshold. Overall, this distribution demonstrates that the GPT - 5 - mini summarizer produced concise and length - stable representations, ensuring efficient model input handling and minimizing the risk of truncation in downstream processing.