We present Team BD’s submission to the BEA 2025 Shared Task on Pedagogical Ability Assessment of AI-powered Tutors, under Track 1 (Mistake Identification) and Track 2 (Mistake Location). Both tracks involve three-class classification of tutor responses in educational dialogues – determining if a tutor correctly recognizes a student’s mistake (Track 1) and whether the tutor pinpoints the mistake’s location (Track 2). Our system is built on MPNet, a Transformer-based language modelthat combines BERT and XLNet’s pre-training advantages. We fine-tuned MPNet on the task data using a class-weighted cross-entropy loss to handle class imbalance, and leveraged grouped cross-validation (10 folds) to maximize the use of limited data while avoiding dialogue overlap between training and validation. We then performed a hard-voting ensemble of the best models from each fold, which improves robustness and generalization by combining multiple classifiers. Ourapproach achieved strong results on both tracks, with exact-match macro-F1 scores of approximately 0.7110 for Mistake Identification and 0.5543 for Mistake Location on the official test set. We include comprehensive analysis of our system’s performance, including confusion matrices and t-SNE visualizations to interpret classifier behavior, as well as a taxonomy of common errors with examples. We hope our ensemble-based approach and findings provide useful insights for designing reliable tutor response evaluation systems in educational dialogue settings.

Despite significant progress in large language models (LLMs), their knowledge and evaluation continue to be centered around high-resource languages, leaving critical gaps in low-resource settings. This raises questions about how effectively LLMs handle subjects that require locally relevant knowledge. To address this challenge, we need a robust dataset that reflects the knowledge of underrepresented regions such as Bangladesh. In this paper, we present ***SOMAJGYAAN***, a Bangla multiple-choice dataset consisting of 4,234 questions, annotated across five levels of difficulty. The questions are drawn from Bangladesh’s National Curriculum and Global Studies textbooks, covering a wide range of domains including History, Geography, Economics, Social Studies, Politics and Law, and Miscellaneous topics. Difficulty levels were assigned by four expert annotators to minimize annotation bias. The experiments reveal that closed-source LLMs perform better than open-source LLMs. While fine-tuning open-source models on improves their performance, they still fall short of matching closed-source LLMs. Our findings highlight the importance of culturally grounded evaluation datasets and task-specific adaptation to improve LLM performance in low-resource language settings.