RETUYT-INCO at BEA 2026 Shared Task 2: Meta-prompting in Rubric-based Scoring for German

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.

Rubrics have been extensively utilized for evaluating unverifiable, open-ended tasks, with recent research incorporating them into reward systems for reinforcement learning. However, existing frameworks typically treat rubrics only as external evaluator disjointed from the policy's primary reasoning trace. Such design confines rubrics to post-hoc measurement, leaving them unable to actively guide the model's generation process. In this work, we introduce Think-with-Rubrics, a novel paradigm for instruction following tasks. Think-with-Rubrics integrates rubric generation into the reasoning context, transforming the rubric from an independent artifact into an internal guidance of LLM's generation. During training, LLM sequentially generates a rubric followed by a response, while a trained rubric verifier provides joint supervision by evaluating the consistency between the answer and the self-generated / golden rubrics. Experiments across multiple benchmarks demonstrate that Think-with-Rubrics consistently outperforms the Rubric-as-Reward baseline supervised by golden rubrics by an average of 3.87 points. We have also discussed the mechanism by which Think-with-Rubrics enhances model performance. Experimental results demonstrate that supervision from golden rubrics and self-generated rubrics enhances the performance of Think-with-Rubrics by improving the quality of self-generated rubrics and increasing the internal consistency of responses respectively.

Rubric-based evaluators commonly treat rubrics as prompt context or flat criteria: they specify what to judge but leave criterion composition implicit, even when natural-language rules state it. We introduce Graph-Structured Rubrics (GSR), which compiles a rubric into a response-independent typed evaluation graph before observing responses. Criterion nodes elicit judgments; transformation, reduction, and gating operators compose them through named ports; and a task-specific output mapping, termed Readout, converts the unique sink into a score or preference. Compilation rejects malformed or type-incompatible graphs. Pointwise evaluation judges rubric dimensions separately before graph aggregation; pairwise evaluation reuses the graph with one judgment for each candidate under every criterion. Under GPT-OSS-120B, GSR improves exact score agreement by 0.62--6.75 percentage points over Prometheus-style scoring on four pointwise datasets and achieves the numerically highest end-to-end pairwise accuracy on two preference benchmarks under native tie and abstention policies.