Papers › TAMIGO: Empowering Teaching Assistants using LLM-assisted viva and code assessment in...
TAMIGO: Empowering Teaching Assistants using LLM-assisted viva and code assessment in an Advanced Computing Class
Anishka IIITD, Diksha Sethi, Nipun Gupta, Shikhar Sharma, Srishti Jain, Ujjwal Singhal, Dhruv Kumar
The archive published only this paper's code-link row. Authors, date and abstract are from arXiv's metadata (CC0), read from the Kaggle arXiv metadata snapshot of 2026-09-12 where its title matched the archive's; the title is the archive's.
Large Language Models (LLMs) have significantly transformed the educational landscape, offering new tools for students, instructors, and teaching assistants. This paper investigates the application of LLMs in assisting teaching assistants (TAs) with viva and code assessments in an advanced computing class on distributed systems in an Indian University. We develop TAMIGO, an LLM-based system for TAs to evaluate programming assignments. For viva assessment, the TAs generated questions using TAMIGO and circulated these questions to the students for answering. The TAs then used TAMIGO to generate feedback on student answers. For code assessment, the TAs selected specific code blocks from student code submissions and fed it to TAMIGO to generate feedback for these code blocks. The TAMIGO-generated feedback for student answers and code blocks was used by the TAs for further evaluation. We evaluate the quality of LLM-generated viva questions, model answers, feedback on viva answers, and feedback on student code submissions. Our results indicate that LLMs are highly effective at generating viva questions when provided with sufficient context and background information. However, the results for LLM-generated feedback on viva answers were mixed; instances of hallucination occasionally reduced the accuracy of feedback. Despite this, the feedback was consistent, constructive, comprehensive, balanced, and did not overwhelm the TAs. Similarly, for code submissions, the LLM-generated feedback was constructive, comprehensive and balanced, though there was room for improvement in aligning the feedback with the instructor-provided rubric for code evaluation. Our findings contribute to understanding the benefits and limitations of integrating LLMs into educational settings.
Code
Repository list and official/mentioned flags are the archive's, frozen 2025-07-28. Reachability, where shown, is from one Syntology probe window (2026-09-16 to 2026-09-18); repositories not probed show nothing. GitHub stars are not tracked.
Code Syntology ran Syntology
Not run by Syntology. Nothing on this page verifies that the listed code works.
Results from the paper archive 2025-07-28
No leaderboard rows for this paper in the archive.
Report a problem or propose a change · a person checks every report against the paper or source before anything changes; decisions are listed on /corrections