Evaluations of LLMs’ ethical risks and value inclinations often rely on short-form surveys and psychometric tests, yet real-world use involves long-form, open-ended responses—leaving value-related risks and preferences in practical settings largely underexplored. In this work, we ask: Do value preferences inferred from short-form tests align with those expressed in long-form outputs? To address this question, we compare value preferences elicited from short-form reactions and long-form responses, varying the number of arguments in the latter to capture users’ differing verbosity preferences. Analyzing five LLMs (llama3-8b, gemma2-9b, mistral-7b, qwen2-7b, and olmo-7b), we find (1) a weak correlation between value preferences inferred from short-form and long-form responses across varying argument counts, and (2) similarly weak correlation between preferences derived from any two distinct long-form generation settings. (3 Alignment yields only modest gains in the consistency of value expression. Further, we examine how long-form generation attributes relate to value preferences, finding that argument specificity negatively correlates with preference strength, while representation across scenarios shows a positive correlation. Our findings underscore the need for more robust methods to ensure consistent value expression across diverse applications.

Providing feedback is widely recognized as crucial for refining students’ writing skills. Recent advances in language models (LMs) have made it possible to automatically generate feedback that is actionable and well-aligned with human-specified attributes. However, it remains unclear whether the feedback generated by these models is truly effective in enhancing the quality of student revisions. Moreover, prompting LMs with a precise set of instructions to generate feedback is nontrivial due to the lack of consensus regarding the specific attributes that can lead to improved revising performance. To address these challenges, we propose PROF that PROduces Feedback via learning from LM simulated student revisions. PROF aims to iteratively optimize the feedback generator by directly maximizing the effectiveness of students’ overall revising performance as simulated by LMs. Focusing on an economic essay assignment, we empirically test the efficacy of PROF and observe that our approach not only surpasses a variety of baseline methods in effectiveness of improving students’ writing but also demonstrates enhanced pedagogical values, even though it was not explicitly trained for this aspect.