Towards Self-Referential Analytic Assessment: A Profile-Based Approach to L2 Writing Evaluation with LLMs
Authors: Stefano Bannò, Kate Knill, Mark Gales
Organizations: ALTA Institute, Department of Engineering, University of Cambridge (UK)
Abstract
Automated essay scoring (AES) research often relies on rank-based correlation metrics to validate analytic assessment. However, such metrics obscure both intrinsic intercorrelations among analytic dimensions that arise from the structure of writing proficiency itself and halo effects, whereby holistic impressions bleed into fine-grained component scores. As a result, high correlations may mask a system's true diagnostic behaviour. In this study, we propose a novel self-referential assessment evaluation framework that focuses on identifying intra-learner strengths and weaknesses rather than assessing inter-learner rankings. We conduct experiments on the publicly available ICNALE GRA, a uniquely dense second-language writing dataset annotated holistically and analytically by up to 80 trained raters. To obtain reliable reference scores, we apply two-facet Rasch modelling to calibrate rater severity and derive fair average scores across ten analytic aspects and holistic proficiency. We compare the analytic scoring performance of human operational raters and three large language models (LLMs) in a zero-shot setting. Our results show that LLMs tend to outperform single human raters in identifying relative weaknesses (negative feedback) across several proficiency aspects, while human raters remain stronger at identifying relative strengths (positive feedback). Overall, our findings highlight the limitations of rank-based evaluation for analytic assessment and demonstrate the value of intra-learner, profile-based methods for assessing and deploying LLMs in AES.
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.
We present MADRAG, a training-free framework for analytic essay scoring that combines multi-agent reasoning with retrieval-augmented grounding. Unlike standard LLM-as-judge approaches, which are prone to bias and unstable scoring, MADRAG decomposes evaluation into an interactive process: an Advocate identifies strengths, a Skeptic critiques weaknesses, and a Judge aggregates their arguments into a final score. Crucially, the Judge is augmented with rubric-aligned exemplar retrieval, enabling calibration through comparison with scored examples. Our results show that MADRAG significantly outperforms prompt-based baselines while approaching the performance of supervised systems without requiring task-specific training. Ablation studies demonstrate that retrieval drives calibration gains, while debate improves reasoning on higher-level traits. Our findings highlight the complementary roles of structured interaction and external memory in reliable LLM-based evaluation.
LLMs now sit on every side of evaluation: as examinees scored on benchmarks, judges of other models' outputs, and raters of human-generated content. Each paradigm can be viewed as a measurement problem, where a latent property of an object is probed with items from an instrument (e.g., benchmark) by judges or raters. Standard evaluation practices often neglect the contributions of each core component to the end result, limiting our understanding of what is being measured. Rasch measurement theory (RMT) is well-suited to this problem. RMT decomposes ordinal ratings into separable facets on a common scale. It further provides a battery of diagnostics that can identify miscalibrated measurements and rater biases. We present a case study of RMT applied to the LLM-as-rater paradigm using the Measuring Hate Speech corpus, whose construct was itself built under RMT. We fit a series of many-facet Rasch models to annotations from nine LLMs spanning families and capability levels. Our analyses show that LLMs systematically differ from human raters in severity, item-level calibration, question-order robustness, target-identity sensitivity, and rating scale use, all of which standard evaluation practice would largely obscure. Overall, we argue that RMT belongs in the toolkit for evaluating LLM-as-examinee, -judge, and -rater paradigms.