Generative-Evaluative Agreement: A Necessary Validity Criterion for LLM-Enabled Adaptive Assessment
Authors: Grandee Lee, Yue Wang, Che Yee Lye, Luke Peh
Organizations: Singapore University of Social Sciences
Abstract
When the same LLM generates assessment items, simulates student responses, and scores them, the validation loop is self-referential. We introduce Generative-Evaluative Agreement (GEA), a validity criterion measuring whether an LLM's scoring function recovers the skill levels its generative function was instructed to produce. In the first direct measurement of GEA on a two-stage adaptive assessment, the model recovers roughly half the intended variance r = 0.698 with systematic positive bias. GEA is strong r > 0.7 for syntactically verifiable skills but near zero for design-level skills, and low-skill overestimation inflates scores near the routing threshold. We argue that granular, skill-decomposed rubrics are the principal proposed mechanism for strengthening GEA and outline complementary mitigations.
LLM-based automated scoring approaches near-human performance, but scaling to new tasks remains bottlenecked by the per-item human configuration of upstream stages such as rubric construction. Human experts bypass this bottleneck through evaluation heuristics developed over extensive practice. We ask whether LLMs can learn similar heuristics directly from scoring experience, and formalize this as the concept of assessment skills: item-independent natural-language procedural knowledge that guides LLMs through specific stages of the scoring workflow. Focusing on rubric construction as a first instantiation, we propose an iterative framework that decomposes a skill into a fixed scaffold and learnable item-agnostic rules, refining the rules through LLM-driven diagnosis of scoring errors and validation-gated selection. The framework requires no expert-written rubric. On all ten ASAP-SAS items, optimized skills substantially improve LLM-based scoring and frequently surpass the dataset-provided expert rubric. Cross-item transfer experiments further reveal that learned skills capture both generalizable and item-specific patterns.
The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices. While automated scoring systems and machine learning techniques have existed for decades, generative AI (GenAI) now enables educators to implement standards-based grading (SBG) with unprecedented efficiency and scale. This paper examines the theoretical foundations and evaluates an LLM grader that uses commercially available foundation models with context and prompt engineering to score student work against a rubric. Drawing on an empirical interrater agreement study using Massachusetts Comprehensive Assessment System (MCAS) data, we observed the Quadratic Weighted Kappa (QWK) and Proportional Reduction in Mean-Squared Error (PRMSE) across mathematics, science, and ELA, using Claude Sonnet 4, Haiku 4.5, GPT-5, and GPT-5 Mini. The results demonstrate that LLM graders, especially when based on foundational models with more parameters, achieve substantial agreement with human raters in mathematics and science assessments, while the performances vary in ELA, suggesting generic foundation models can be effective at scoring in given contexts. Additional analysis of teacher and student feedback reveals strong acceptance of AI-generated narrative feedback but skepticism toward numerical scores, suggesting that LLMs function most effectively as formative tools rather than summative evaluators. Our findings indicate that thoughtfully designed hybrid models that combine AI efficiency with teacher judgment can reduce workload, enhance feedback quality, and support equitable assessment practices without displacing professional expertise.
Reliable evaluation of open-ended LLM outputs requires fine-grained rubrics, yet expert curation is costly and difficult to scale. Existing automated pipelines rely on strict judge unanimity and binary variance filters, which cannot distinguish measurable rubrics from informative ones. We introduce CalibratedRubric, a task-adaptive framework that combines type-specific scoring, Bayesian rubric-measurability filtering, and item response theory (IRT)-based bank assembly. CalibratedRubric estimates each rubric's measurability with a Beta--Bernoulli agreement posterior and uses a submodular information-coverage objective to construct compact rubric banks over the observed capability range. Across financial, healthcare, general, and legal benchmarks, measurability filtering improves human-gold agreement on JudgmentBench from κ=0.604 to 0.743. IRT-based greedy selection improves cross-fitted rank fidelity over random selection across all six evaluated response blocks and requires only 49 rather than 131 rubrics to reach the target correlation on FinResearchBench decision-support tasks. Task-label perturbations further reduce system separation, confirming the practical relevance of task-adaptive scoring. These results support CalibratedRubric as an efficient, uncertainty-aware approach to open-ended LLM evaluation, with calibration gains depending on sufficient judge redundancy.