Evaluating Large Language Models in Analysing Classroom Dialogue
Yun Long, Haifeng Luo, Yu Zhang
This study explores the application of Large Language Models (LLMs), specifically GPT-4, in the analysis of classroom dialogue, a crucial research task for both teaching diagnosis and quality improvement. Recognizing the knowledge-intensive and labor-intensive nature of traditional qualitative methods in educational research, this study investigates the potential of LLM to streamline and enhance the analysis process. The study involves datasets from a middle school, encompassing classroom dialogues across mathematics and Chinese classes. These dialogues were manually coded by educational experts and then analyzed using a customised GPT-4 model. This study focuses on comparing manual annotations with the outputs of GPT-4 to evaluate its efficacy in analyzing educational dialogues. Time efficiency, inter-coder agreement, and inter-coder reliability between human coders and GPT-4 are evaluated. Results indicate substantial time savings with GPT-4, and a high degree of consistency in coding between the model and human coders, with some discrepancies in specific codes. These findings highlight the strong potential of LLM in teaching evaluation and facilitation.