Grading Needs a Rubric, Not Intelligence

Law students are examined through open-text answers: case solutions, essays and memos that apply the law to a set of facts. Such answers are expensive to grade, human graders disagree widely on them, and large language models (LLMs) now offer to grade them at scale, both in teaching and in the benchmarks that test legal AI. This paper systematizes how open-text legal answers can be evaluated. We derive eight desiderata from educational measurement and from the law that governs exams, among them validity, reliability, reasons, credit for defensible alternative solutions, robustness to gaming and human oversight. We then compare eight evaluation paradigms against them, from unstructured human grading to LLM judges with instance-specific rubrics and pairwise comparison. Three findings stand out. A rubric written for the task is the strongest lever for agreement between an LLM judge and human graders, but the reported figures answer different questions and rarely come with the human agreement they must be read against. The central validation gap lies where examination law is most demanding: defensible alternative solutions, follow-on errors, and the examiner's correction of model judgments. And rubric-centred grading is the most auditable family, because it makes the standard, its application and the final decision checkable. From this we derive the trustworthy rubric judge: an instance rubric that credits arguments and alternative paths,evidence checked in code, probes, repeated runs, calibration against independent human grades,logging, and an examiner who reads every script. We state what each safeguard rests on, what remains to be tested, and the uses the evidence supports today.

Rubric-based reinforcement learning extends RL beyond tasks with exact answers or rule-based verifiers by scoring responses against instance-specific criteria. However, this makes reward computation expensive: training requires repeated rubric judging, often with proprietary APIs or local generative LLM judges with 7B parameters or more. We study whether smaller language models can serve as efficient and reliable rubric-based judges. To make this question measurable, we construct PointRubric and RaR-Science-Static, two pointwise rubric-based evaluation datasets with instance-specific criteria and itemwise satisfaction labels. We compare three ways of extracting criterion-level judgments from small models: Generative verdicts, Yes/No Logprob margins, and Probe judges. Across both datasets, the Qwen3-1.7B Probe judge achieves the strongest criterion-level agreement among these methods, outperforming Generative and Logprob judges. Used as a GRPO reward model, it trains a policy from 0.232 to 0.643 on RaR-Science rubric score, compared with 0.594 for an 8B Generative judge baseline, while the baseline requires 10.7$\times$ more reward-judge time. Task and domain transfer experiments further suggest that Probe judges preserve criterion-level reward structure across settings.

Reliable rubric grading requires more than accurate score prediction. Each judgement must be grounded in the mark scheme and evidence from the student answer. Existing credit-assignment and intervention methods, primarily designed for self-contained reasoning tasks such as mathematics reasoning, struggle in this setting because they do not identify where grading reasoning goes wrong or how the model's belief about the final mark changes during reasoning. We propose Evidence-Diagnosed Intervention Training (EDIT), a two-phase framework for training more rubric-faithful LLM graders. First, EDIT-SFT locates problematic reasoning steps using internal model signals: posterior belief over the final mark and input-grounding scores. It then revises only these local steps with help from a rubric checklist. Second, EDIT-RL calibrates the grader with belief-guided reward shaping, penalising large harmful belief drifts while still allowing helpful exploration. Experiments on two real-world, multi-subject grading benchmarks demonstrate that EDIT consistently outperforms strong supervised fine-tuning and reinforcement learning baselines on both in-domain and out-of-domain splits, with ablation studies confirming that internal-state diagnostics drive these gains. Under deterministic rubric-edit interventions, EDIT-SFT is the most rule-responsive of all evaluated systems, and EDIT-RL largely retains this responsiveness while improving accuracy.