Automated Essay Scoring (AES) has been explored for decades with the goal to support teachers by reducing grading workload and mitigating subjective biases. While early systems relied on handcrafted features and statistical models, recent advances in Large Language Models (LLMs) have made it possible to evaluate student writing with unprecedented flexibility. This paper investigates the application of state-of-the-art open-weight LLMs for the grading of Austrian A-level German texts, with a particular focus on rubric-based evaluation. A dataset of 101 anonymised student exams across three text types was processed and evaluated. Four LLMs, DeepSeek-R1 32b, Qwen3 30b, Mixtral 8x7b and LLama3.3 70b, were evaluated with different contexts and prompting strategies. The LLMs were able to reach a maximum of 40.6% agreement with the human rater in the rubric-provided sub-dimensions, and only 32.8% of final grades matched the ones given by a human expert. The results indicate that even though smaller models are able to use standardised rubrics for German essay grading, they are not accurate enough to be used in a real-world grading environment.
Figures & tables
Figure 1. Confusion matrix for mismatches between human and model grades in the baseline setup.
Figure 2. Confusion matrix for mismatches using RAG-Best-Average-Worst
Figure 3. Visualization of context modes.
Figure 4. Workflow of few-shot in-context learning
Figure 5. Comparison of QWK-scores for Best-Average-Worst context files with different LLMs
Figure 6. QWK accuracy for different RAG context sizes using sampling strategy "Range-of-examples"
Large language models have recently been proposed as tools for automated essay scoring, but their agreement with human grading remains unclear. In this work, we evaluate how LLM-generated scores compare with human grades and analyze the grading behavior of several models from the GPT and Llama families in an out-of-the-box setting, without task-specific training. Our results show that agreement between LLM and human scores remains relatively weak and varies with essay characteristics. In particular, compared to human raters, LLMs tend to assign higher scores to short or underdeveloped essays, while assigning lower scores to longer essays that contain minor grammatical or spelling errors. We also find that the scores generated by LLMs are generally consistent with the feedback they generate: essays receiving more praise tend to receive higher scores, while essays receiving more criticism tend to receive lower scores. These results suggest that LLM-generated scores and feedback follow coherent patterns but rely on signals that differ from those used by human raters, resulting in limited alignment with human grading practices. Nevertheless, our work shows that LLMs produce feedback that is consistent with their grading and that they can be reliably used in supporting essay scoring.
Jerin George Mathew, Sumayya Taher, Anindita Kundu +1
University of Alberta, 116 St & 85 Ave, Edmonton, AB, T6G 2R3, Canada
Automated essay scoring (AES) research has largely focused on cross-prompt generalization, where essays from unseen prompts are scored while the scoring criteria are typically held constant. In practice, however, educators may revise or even introduce new rubrics in their scoring task, to evaluate different aspects of essays. We study cross-rubric generalization: training on essays labeled under one set of rubrics and evaluating on previously unseen rubrics, which target different aspects of the essay. We use a Large Language Model (LLM) fine-tuning framework with two components: rubric-agnostic intermediate representations, called traits, and target-essay supervision under seen rubrics during training. On an AES dataset augmented with multiple rubric-defined labels of student critical thinking skills, we find that traits improve macro F1 by 5.0% over a baseline without traits in the hardest setting, where both target rubrics and target essays are unseen during training. We further find that increasing target-essay supervision improves performance, with our best fine-tuned open-source Llama-based model outperforming GPT-5-mini prompting by 2.1% macro F1 and trailing GPT-5 by 1.9%. These results show that trait-based intermediate structure and controlled supervision improve generalization to unseen rubrics.
Nischal Ashok Kumar, Payu Wittawatolarn, Sana Kang +7
University of Massachusetts Amherst, United States · University of Minnesota, United States · Brighter Research, United States +3
Large language models (LLMs) have been widely applied to automated essay scoring (AES) and automated feedback generation (AFG). However, existing studies rely primarily on prompt engineering or supervised fine-tuning, while systematic research on reinforcement learning (RL) post-training and automated evaluation of feedback quality remains limited. We propose RLAES, a unified LLM framework that jointly optimizes essay scoring and feedback generation through RL. To make feedback quality measurable, interpretable, and usable for training, we introduce Rubric-based Feedback Evaluation (RFE), an essay-grounded feedback evaluation framework comprising 166 fine-grained binary rubric items and an LLM-as-judge. Building on RFE, we propose Adaptive Gated Feedback Optimization (AGFO), which activates rubric-based feedback rewards on demand during RL, reducing evaluation overhead while improving feedback quality. We also propose Adjacent Contrastive Reasoning (ACR) to improve ordinal score calibration by explicitly contrasting adjacent score levels. Experimental results show that the RFE framework captures essay-feedback consistency, exhibits strong pairwise discriminative power, and closely aligns with expert preferences. On the ASAP benchmark, RLAES-AGFO achieves the best scoring performance among LLM-based methods (QWK = 0.803), while maintaining feedback quality comparable to GPT-5.5 and avoiding the feedback degradation observed under score-only RL. Code and datasets are publicly available at https://github.com/hellomuyi/RLAES.