This paper describes our approaches for the BEA-2025 Shared Task on assessing pedagogical ability and attributing tutor identities in AI-powered tutoring systems. We explored three methodological paradigms: in-context learning (ICL), supervised fine-tuning (SFT), and reinforcement learning from human feedback (RLHF). Results indicate clear methodological strengths: SFT is highly effective for structured classification tasks such as mistake identification and feedback actionability, while ICL with advanced prompting excels at open-ended tasks involving mistake localization and instructional guidance. Additionally, fine-tuned models demonstrated strong performance in identifying tutor authorship. Our findings highlight the importance of aligning methodological strategy and task structure, providing insights toward more effective evaluations of educational AI systems.

Text revision is a necessary process to improve text quality. During this process, writers constantly edit texts out of different edit intentions. Identifying edit intention for a raw text is always an ambiguous work, and most previous work on revision systems mainly focuses on editing texts according to one specific edit intention. In this work, we aim to build a multi-intent text revision system that could revise texts without explicit intent annotation. Our system is based on prefix-tuning, which first gets prefixes for every edit intent, and then trains a prefix transfer module, enabling the system to selectively leverage the knowledge from various prefixes according to the input text. We conduct experiments on the IteraTeR dataset, and the results show that our system outperforms baselines. The system can significantly improve the SARI score with more than 3% improvements, which thrives on the learned editing intention prefixes.