Keywords
educational NLP
psychometrics
language-model safety
Abstract
This internal reference article examines reliability limits of language models in clinical and educational contexts through a design-and-assurance lens. It synthesizes the allocated target literature without reporting new experiments, observations, or performance estimates. The analysis treats the practical unit of review as a model output interpreted through a measurement instrument, learner profile, or professional workflow. That framing keeps technical mechanisms, evidence quality, user consequences, and institutional controls visible in the same argument. Particular attention is given to when fluent generation is fit for support rather than substitution. The review distinguishes what each cited source directly addresses from the cross-domain principles used for internal comparison. It argues that credible adoption depends on traceable requirements, context-sensitive evaluation, explicit uncertainty, and a documented path for human intervention. The result is a structured reference for teams considering educational content, simulated cases, and professional decision support, especially where construct misalignment and misplaced user trust could turn a technically plausible component into an unreliable system. The article is intended to support scoping, design review, and evidence planning; it is not a claim of product readiness or an original empirical study.
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