Peer review is essential for maintaining academic quality, but the increasing volume of submissions places a significant burden on reviewers. Large language models (LLMs) offer potential assistance in this process, yet their susceptibility to textual adversarial attacks raises reliability concerns. This paper investigates the robustness of LLMs used as automated reviewers in the presence of such attacks. We focus on three key questions: (1) The effectiveness of LLMs in generating reviews compared to human reviewers. (2) The impact of adversarial attacks on the reliability of LLM-generated reviews. (3) Challenges and potential mitigation strategies for LLM-based review. Our evaluation reveals significant vulnerabilities, as text manipulations can distort LLM assessments. We offer a comprehensive evaluation of LLM performance in automated peer reviewing and analyze its robustness against adversarial attacks. Our findings emphasize the importance of addressing adversarial risks to ensure AI strengthens, rather than compromises, the integrity of scholarly communication.

Using large language models (LLMs) for automatic evaluation has become an important evaluation method in NLP research. However, it is unclear whether these LLM-based evaluators can be effectively applied in real-world classrooms to assess student assignments. This empirical report shares how we use GPT-4 as an automatic assignment evaluator in a university course with over 1000 students. Based on student responses, we found that LLM-based assignment evaluators are generally acceptable to students when they have free access to these tools. However, students also noted that the LLM sometimes fails to adhere to the evaluation instructions, resulting in unreasonable assessments. Additionally, we observed that students can easily manipulate the LLM to output specific strings, allowing them to achieve high scores without meeting the assignment rubric. Based on student feedback and our experience, we offer several recommendations for effectively integrating LLMs into future classroom evaluations. Our observation also highlights potential directions for improving LLM-based evaluators, including their instruction-following ability and vulnerability to prompt hacking.