Automated Grading

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3 papers in the last four weeks, against 1 the four weeks before. 0.0% of all new papers.

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Latest papers 57

Oct 8, 2026cs.AI

Who Verifies the Verifier? Co-Evolving Inspectable Graders with Self-Improving Agents

We changed the agent: did it actually get better? Every self-improving agent loop answers this hundreds of times, and every answer comes from a verifier. On open-ended tasks none exists, so the loop is handed a hand-written rubric or a bare LLM judge grading output from a model like itself, inviting reward hacking and shared blind spots. We make the verifier the evolving object: an inspectable expression over small, mostly deterministic drawback detectors, synthesized from clustered failures, gated at birth, and selected for agreement with a ten-item anchored reference set plus consensus over unlabeled outputs, never for the agent's score. On MBPP+ it gains +0.21 held-out agreement over the hand-authored seed composition, on every seed, and ends ahead of the bare LLM judge it contains. One finding should change how co-evolved verifiers are validated: removing the anchor guards collapses the verifier into a vacuous always-pass grader, yet that collapsed verifier trains skills just as well. Downstream task score cannot certify a self-evolved verifier. Score does answer sufficiency, and there an evolved verifier can substitute: Double Ratchet, pairing the verifier with a lifecycle-managed skill loop, retains 88-110% of the lift that ground truth or a rubric buys the same loop, across code generation, enterprise text-to-SQL, and reference-free report generation. When evolved skills gamed the report rubric, an outer judge caught it and one added detector repaired it; the judge itself was wrong until given the task contract.

Xing Zhang, Guanghui Wang, Yanwei Cui +4

AWS Forward Deployed Engineering · HSBC Holdings Plc., HSBC Technology Center, China

Automated Evaluation LLM Agent Self-Improvement Automated Grading LLM-as-a-Judge

Oct 7, 2026cs.CL

Alice: A Large-Scale German Benchmark for Rubric-Based Multi-Dimensional Automatic Short Answer Scoring

Automatic Short Answer Scoring (ASAS) is central to NLP for Education. However, openly available benchmarks remain scarce, and existing datasets largely address how well students answer a question directly rather than how well they master underlying concepts (knowledge elements) such as thermal energy or epistemic activities (skills) such as reasoning or claim. To address this gap, we introduce Alice, a large-scale, rubric-based German ASAS dataset that is pedagogically aligned and comprises three subtasks: (i) learning performance (Alice-LP), (ii) knowledge elements (Alice-KE), and (iii) skills (Alice-SK). We further formulate rubric-based ASAS as a rubric-retrieval task and benchmark the dataset with a range of language models, from encoder-only models to lightweight LLMs. We also benchmark the dataset with zero-shot prompting via LLMs and a standard classification baseline. The experiments show that LLMs, in particular, struggle to score knowledge elements and skills in the zero-shot setting. They also indicate that rubric text is often useful, especially for Alice-KE and Alice-SK, while on Alice-LP gains over sample-solution-focused inputs are more modest and vary by model and input format.

Zhifan Sun, Sebastian Gombert, Jannik Lossjew +6

DIPF | Leibniz Institute for Research and Information in Education · IPN | Leibniz Institute for Science and Mathematics Education · Umeå University +1

Automated Grading Educational Assessment Rubric-Based Evaluation LLM Evaluation

Oct 7, 2026cs.CL

Rubric Spans are Label Representations: Joint LLM Encoding for Short Answer Scoring

Automatic Short Answer Scoring (ASAS) requires models that can score student responses against question-specific criteria while remaining efficient and transferable across rubric sets. We propose RUSPAN, a rubric-conditioned ASAS framework that treats rubric descriptions as semantic label representations. RUSPAN serialises the question context, student answer, and all candidate rubric levels into a single sequence, then scores the levels listwise from the rubric-span and whole-sequence representations produced in a single LM pass. We further introduce RUSPAN-RIM, in which a Rubric-Independent Mask prevents rubric spans from attending to one another, making rubric representations depend only on the answer and question context and preventing overfitting to rubric patterns during training for zero-shot transfer. On six ASAS benchmarks spanning English, German, and Portuguese, RUSPAN improves mono-benchmark scoring over discriminative and generative baselines, while RIM with position reindexing delivers consistent and substantial gains on PT-ASAG, the held-out benchmark with the strongest combined language and rubric-structure shift.

Zhifan Sun, Sebastian Gombert, Fabian Zehner +3

DIPF | Leibniz Institute for Research and Information in Education · Centre for International Student Assessment (ZIB) · Computer Science Department & Studiumdigitale, Goethe University Frankfurt

Automated Grading Rubric-Based Evaluation

Sep 24, 2026cs.CL

Where LLM Graders Succeed and Break: Evidence from Two Computer-Science Exams

One long-form exam in a large course costs hundreds of grader-hours, and qualified graders are scarce; LLM graders are a tempting alternative. To show its pitfalls we grade a practical Computer Vision exam (

570

dual-graded students) under

171

configurations spanning closed and open-weights models; the best reaches mean absolute error

1.64/35

, below the

2.61/35

two human graders achieve against each other. The catch is the prompt: a short ''strict grader'' preamble drives

14

of

17

open-weights models out of the graded band (

\text{MAE} \ge 8

), three stopping grading altogether. The damage traces to the preamble's two credit-withholding sentences, not to tone or model scale; one of them, ''never give partial credit'', alone makes two of three probed models stop grading. The closed flagships of three vendors shift calibration under it but stay in the band. In

162

further configurations on a second, independent Machine Learning exam from another course (

1{,}038

dual-graded students), the preamble worsens ten models, moving three out of the band into collapse and one into refusal, yet improves seven whose neutral prompts over-mark: the vulnerability replicates, but its direction is exam-specific. Light LoRA fine-tuning repairs it: one adapter on the two exams' pooled

\sim 3{,}900

graded examples brings five small open models to parity or better with a human grader in agreement with the grader pair, and sensitivity to the three harsh personas nearly vanishes (

\le 0.32

MAE). We release the anonymised dataset, full ablation grid, and grading, fine-tuning and analysis pipelines.

Ali Habibullah, Yazan Alshoibi, Mohammad Alshiekh +2

KAUST Academy Computer, Electrical & Mathematical Sciences & Engineering (CEMSE) King Abdullah University of Science and Technology (KAUST) Thuwal, Saudi Arabia · Visual Artificial Intelligence Laboratory Oxford Brookes University · KAUST Academy & CEMSE, KAUST +1

Prompt Sensitivity LLM-as-a-Judge LLM Auditing Language Model Calibration Automated Grading

Sep 15, 2026cs.LG

ImpossibleRubrics: Stress-Testing Generated Rubrics as Reward Signals

Language model-generated rubrics are increasingly used as reward signals for rubric-based reinforcement learning, LLM-as-a-judge evaluation, and automated grading. Such rubrics are reliable only if they reward honest answers over adversarial answers optimized to exploit them. Yet their robustness to such optimization remains poorly understood. We isolate the hardest regime: impossible tasks, where the prompt pressures the model toward an unsupported conclusion, so the only honest response is to acknowledge the impossibility. We introduce ImpossibleRubrics, a benchmark of 169 impossible tasks spanning six impossibility categories, each paired with a verifiable oracle certificate specifying what an honest answer may and may not claim, together with 48 answerable controls. Rather than providing fixed rubrics, ImpossibleRubrics provides task environments and certificates, allowing rubrics to be generated downstream and then adversarially tested for whether they reward certificate-violating answers. Eleven generators are exploited 8--26% of the time on the unbiased 150-of-169 environment cut; on a deliberately selected stress cut the strongest generator we measured is still exploited 36% while a certificate-faithful rubric is exploited 0%, so what we measure is a rubric-quality gap, not task impossibility. One result runs against intuition. A single generic rubric ("be decisive, penalize hedging") used unchanged for every task is exploited 64% of the time, and seven of the eleven generators are exploited more often than that while writing a rubric tailored to each one. The tailored criteria appear to tell an attacker which claim to fabricate. The problem is not that rubrics are vague; it is that they are specific about the wrong things.

Bowen Qin, Yi Xie, Yesheng Liu +1

National University of Singapore · Peking University · Institute of Automation, Chinese Academy of Sciences

Reward Hacking Language Model Generation Evaluation Rubric-Based RL Rubric-Based Evaluation Automated Grading

Sep 13, 2026cs.CV

Vision-Language Models for Criterion-Level Grading of Handwritten Examinations in Outcome-Based Education

Criterion-level grading connects examination performance to learning outcomes, but manual marking introduces workload and variation between markers. This study evaluates vision-language models (VLMs) for handwritten outcome-based assessment across five dimensions: accuracy, human agreement, repeated-run reliability, error concentration, and explanation quality. Using 1,982 criterion-level records from 485 undergraduate examination answers, we compare 20 configurations spanning Qwen2.5-VL, InternVL3, Pixtral, a Donut baseline, and a cascade ensemble. Evaluation setups include zero-shot prompting, few-shot prompting, partial fine-tuning, and Low-Rank Adaptation (LoRA). Two independent faculty markers regraded all 291 test criteria, providing a human agreement baseline on the same assessment materials. Qwen2.5-VL with LoRA achieved Quadratic Weighted Kappa (QWK) of 0.727 and mean absolute error of 0.435 marks against the examiner, compared with mean human-pair QWK of 0.551. This comparison reflects calibration to the examiner's training marks. LoRA outperformed partial fine-tuning for all three instruction-tuned VLMs, while few-shot prompting reduced QWK in every configuration with valid prompted scores. Aggregate reliability and exact repeatability diverged: intraclass correlations ranged from 0.790 to 0.874, yet 50.2-63.6% of criteria changed marks across five sampled runs. Attention-guided deletion showed no statistically significant advantage over random masking, and four faculty reviewers reached no consensus on explanation usefulness. These findings highlight the need for rubric-specific calibration, repeatable scoring, review of consequential errors, and separate validation of explanations. The released evaluation protocol supports criterion-level assessment research and grading tools with teacher oversight.

Asif Hasan Tonmoy, Saad Ahmed, Md Khalid Syfullah +1

VLM Evaluation Rubric-Based Evaluation VLM Calibration Automated Grading

Aug 30, 2026cs.CL

Check The Scoreboard: An Analysis of Scoring Schemes on Multiple-Choice Evaluation

Multiple-choice question answering (MCQA) benchmarks in NLP use number-right scoring (accuracy), but in educational testing, the scoring scheme, the combination of the response mode models follow and the rule for grading responses, is a key design choice that dictates which abilities to reward. We examine how alternatives to number right change what MCQA measures with six education-inspired schemes that assess abilities beyond accuracy: distractor elimination, abstention, confidence calibration, and self-correction. On LLM benchmarks, these schemes: 1) shift rankings of 31 LLMs beyond rephrased number right prompts; 2) better predict the LLMs users prefer in LLM Arena; and 3) reveal distinct model capabilities, like that GPT-5 rarely abstains and readily self-corrects, while weaker open-weight models often abstain and hesitate to eliminate choices. Given the benefits of alternative scoring schemes, we discuss ways to extend them to tasks beyond MCQA.

Nishant Balepur, Paiheng Xu, Wei Ai +3

University of Maryland · New York University · Nanyang Technological University

LLM Evaluation Multiple-Choice Question Answering Automated Grading LLM Abstention

Aug 6, 2026cs.AI

WebGrader: Training LLMs for Web Development with Self-Evolving Programmatic Grader

Large language models increasingly generate complete websites from natural-language descriptions, and reinforcement learning has become a central approach to closing their remaining functional gap. This training regime is bottlenecked by reward design. Hand-authored browser scripts are executable yet costly to write for open-ended requirements, while VLM and GUI-agent graders scale but may issue verdicts before observing the decisive state. We propose WebGrader, a self-evolving programmatic grader that autonomously derives the required interaction flows from each website request, represents each flow as an executable Flow Contract, and uses its execution outcome as an RL reward. WebGrader materializes the generated project in a live browser, grounds target actions against the source code and live DOM, and collects visual, DOM, response, and persistent-state evidence along the same browser trajectory. A residual-driven offline loop then discovers reusable verifier skills, screens them on disjoint validation pages, and freezes the promoted skill graph before policy training. By separating test planning, action grounding, evidence collection, and semantic judgment, WebGrader issues a Pass verdict only after observing the requested transition. On WebGen-Bench, WebGrader trains an 8B policy to a 52.01% functional success rate, outperforming a matched appearance-plus-script reward by 7.88 points and surpassing o4-mini and DeepSeek-v4-flash. On WG-core-250, the policy reaches a Full Score of 44.953 and surpasses Qwen3-Coder-480B.

Boshui Chen, Huiping Liu, Shaolei Zhang

Beijing Institute of Technology, China · Beijing Jiaotong University, China · Renmin University of China, China

RL for Code Generation Automated Software Testing Web Application Generation Reinforcement Learning with Verifiable Rewards Automated Grading

Aug 1, 2026cs.AI

AI-Based Thesis Assessment: An Empirical Study of Human Evaluation Priorities and Their Impact on Automated Assessment

Rubric-based AI systems for thesis assessment use criterion weights to assign different levels of importance to evaluation criteria. These weights are typically defined through expert judgment, although little empirical evidence exists regarding how thesis supervisors actually prioritize evaluation criteria. Consequently, this study investigates supervisor-derived criterion weights in thesis assessment and evaluates their impact on AI-based assessment. We surveyed 84 thesis supervisors across four academic disciplines and collected weighting data for 35 thesis assessment criteria. Comparison with the default criterion weights of the AI assessment system RubiSCoT [1] revealed substantial divergences between supervisor-derived and default criterion weights. To evaluate the practical implications of these differences, the supervisor-derived weights were integrated into multiple calibration configurations and evaluated on a corpus of 80 German-language theses. The best-performing configuration reduced the mean relative deviation between AI-generated and supervisor-assigned evaluations from 11.18% to 10.85%, although the improvement was not statistically significant. Human supervisors showed substantially stronger agreement with each other, exhibiting a mean inter-supervisor relative deviation of 4.44%. The findings indicate that criterion-weight calibration alone does not substantially improve alignment between AI-generated and human assessments.

Garv Vikram Gursahaney, Baskhad Idrisov, Thorsten Fröhlich +1

IU International University of Applied Sciences, Germany.

Rubric-Based Evaluation Automated Grading

Jul 31, 2026cs.CY

The Theoretical Foundation of Socratic Tests: Dynamic, Multimodal, Conversational Examinations

Traditional static assessments rely on a subtractive, deficit-based grading model that often penalizes ambition and obscures diagnostic feedback. Conversely, traditional face-to-face oral examinations introduce severe construct-irrelevant variance by exacerbating performative anxiety and the sociological power imbalances inherent to academic hierarchies. This paper presents the theoretical foundation for the "Socratic Test," an automated, computer-mediated conversational assessment. By integrating Dynamic Assessment principles, multimodal workspaces, Bloom's Taxonomy for real-time proctoring, and the SOLO Taxonomy for structural evaluation, the Socratic Test actively maps a student's cognitive boundaries. This paper formalizes the use of graduated scaffolding to quantify the Zone of Proximal Development (ZPD) and details a non-compensatory, additive grading architecture that prioritizes mastery over penalty and human-AI alignment to ensure unprecedented measurement reliability.

Ilya Mikhelson

Department of Electrical and Computer Engineering, Northwestern University, Evanston, IL, USA

Educational Assessment Multi-Turn Dialogue Evaluation Automated Grading

Jul 26, 2026cs.CV

Weakly Supervised Instance-Level Gleason Pattern Estimation Using Primary and Secondary Labels

In prostate cancer histopathology, the Gleason Score is determined by the most frequent (Primary) and second most frequent (Secondary) Gleason patterns within a whole-slide image. Although these slide-level labels are routinely available in clinical practice, instance-level Gleason annotations are rarely provided, making patch-level learning challenging. We propose a Multiple Instance Learning (MIL) framework that estimates instance-level Gleason patterns from slide-level Primary and Secondary labels. The proposed method formulates instance-level learning according to the clinical definition of the Gleason Score by aggregating instance predictions into class counts and explicitly modeling the Primary pattern, Secondary pattern, and their dominance. Experimental results demonstrate that the proposed formulation enables effective instance-level learning and outperforms existing MIL approaches on the SICAP-MIL dataset.

Nao Sugeta, Kaito Shiku, Shinnosuke Matsuo +1

Kyushu University, Japan

Weakly Supervised Learning Oncology Multiple Instance Learning Whole-Slide Image Analysis Automated Grading

Jul 21, 2026cs.CV

Bounding Boxes to Improve Small Language Model Performance on Vision-Based Grading Tasks

The deployment of Small Language Models (SLMs) in educational settings offers significant advantages in terms of privacy, cost, and scalability. However, SLMs often struggle with complex vision-based tasks, such as grading handwritten student exams, due to the high computational cost of processing large images and the visual distractions present on a full page. In this paper, we investigate whether cropping student responses using bounding boxes can improve the accuracy and computational efficiency of SLMs on a short-answer grading task. Using a dataset of scanned handwritten responses from the 2025 Australian Physics Olympiad, we evaluate the performance of several models ranging from 4B to 72B parameters under varying conditions of Chain of Thought (CoT) prompting and image cropping. Our results demonstrate that using bounding boxes significantly improves grading accuracy and reduces computational cost (FLOPs) across models. We conclude that bounding boxes are a crucial pre-processing step for deploying SLMs in large-scale, vision-based educational assessments.

Lachlan McGinness

Australian National University, Acton, ACT, Australia

VLM Evaluation Educational Assessment Efficient VLM Inference Small Language Models Automated Grading

Jul 20, 2026cs.CV

From Pixel to Prognosis: Convolutional and GLCM Feature Fusion for Automated Four-Class Cataract Severity Classification

Objective: To develop a low-cost automated cataract severity classification system operating on standard consumer-grade colour photographs of the eye, without specialised ophthalmic hardware. Methods: A hybrid framework was designed that fuses deep features from a Convolutional Neural Network (CNN) with five handcrafted Grey-Level Co-occurrence Matrix (GLCM) and intensity descriptors - mean intensity, uniformity, standard deviation, contrast, and energy - extracted from a Hough-circle-localised pupil Region of Interest (ROI). A multi-class Support Vector Machine (SVM) with Radial Basis Function (RBF) kernel classifies each image into one of four severity grades: normal, immature, mature, or hypermature cataract. Results: The proposed fused system achieved 95.0% accuracy, 93.8% sensitivity, and 96.1% specificity on an ophthalmologist-labelled test set drawn from 300 images (75 per class) collected at an ophthalmology clinic, outperforming texture-only (88.5%) and CNN-only (91.3%) baselines and surpassing recently published deep learning approaches. Conclusion: The CNN-GLCM-SVM fusion framework provides competitive four-class cataract grading without GPU acceleration or specialised cameras, making it suitable for primary-care and telemedicine deployment in resource-limited settings.

K. Mithra, Prem Kumar Santhanam

Independent Researcher, Information and Communication Engineering, Scottsdale, AZ, USA · Seidenberg School of Computer Science and Information Systems, Pace University, New York City, NY, USA

Medical Image Classification Automated Grading Feature Fusion

Jul 6, 2026cs.CV

ICME 2026 Grand Challenge on Cross-Scenario Defect Detection and Fine-Grained Severity Grading for High-Precision Manufacturing

This paper presents the IEEE International Conference on Multimedia and Expo (ICME) 2026 Grand Challenge on Cross-Scenario Defect Detection and Fine-Grained Severity Grading for High-Precision Manufacturing. The challenge is motivated by two key limitations of existing industrial defect inspection systems: (1) current deep learning-based methods often suffer significant performance degradation when deployed in unseen production scenarios, and (2) most benchmarks neglect severity-aware assessment, which is critical for risk control and yield optimization. To address these limitations, we design two complementary tracks: Track 1 (Cross-Scenario Defect Detection) targets accurate defect detection, localization, and classification across diverse unseen production environments; Track 2 (Fine-Grained Severity Grading) requires assigning each detected defect an industry-standard severity level, including Acceptable, Marginal NG, NG, and Gross NG. We construct a large-scale industrial dataset of high-resolution microscopic images spanning seven representative defect categories, comprising over 3,800 images with pixel-level instance annotations for Track 1 and over 2,600 images with severity-grade labels for Track 2. The challenge attracted 86 registered participants with 130 submissions; during the final testing phase, 21 teams submitted results and 12 teams provided models with technical reports. The resulting benchmark, together with the diverse and effective solutions contributed by participating teams, sets a new standard for industrial defect analysis research.

Wei Sun, Weixia Zhang, Linhan Cao +30

East China Normal University, Shanghai Jiao Tong University, Tsinghua Shenzhen International Graduate School, and Universit´e de Nantes.

Industrial Anomaly Detection Industrial Inspection Cross-Domain Generalization Automated Grading

Jul 2, 2026cs.AI

Automated grading of Linux/bash examinations using large language models: a four-level cognitive taxonomy approach

Scalable and reliable grading of command-line examinations remains a challenge in computing education, where rising enrolments make manual marking difficult and rule-based autograders cannot handle partial credit, equivalent solutions, or syntactic variation. This paper evaluates whether four frontier Large Language Models (GPT, Claude Opus, Gemini, and GLM) can approximate expert judgment when grading short Linux/bash command responses. The study adopts a four-level cognitive taxonomy that combines cognitive complexity and operational impact, ranging from information retrieval (L1) and basic file manipulation (L2) to structural operations (L3) and advanced system management (L4). The models were tested with two prompt variants, a minimal baseline and a rubric-enhanced version, on 1200 real responses from second-year Computer Engineering students independently graded by three expert instructors. Gemini~3.0 Pro with rubric-guided prompting achieved the highest human-AI agreement (ICC(3,1) = 0.888, MAE = 0.10, Bland-Altman bias = -0.014). Agreement declined consistently as taxonomy level increased, with the largest discrepancies at higher levels. Across all models, rubric quality had a larger effect than provider choice, with structured prompts consistently improving agreement. These results show that question complexity is a reliable predictor of the difficulty LLMs face in grading accurately, and they establish a principled, taxonomy-based framework for determining which questions are suitable for AI-assisted grading and which require human review, while also providing a transferable evaluation protocol and prompt templates.

Manuel Alonso-Carracedo, Ruben Fernandez-Boullon, Pedro Celard +2

aUniversidade de Vigo, Department of Computer Science, ESEI-Higher School of Computer Engineering, Edificio Politécnico, Campus Universitario As Lagoas s/n, Ourense, 32004, Spain · bIFCAE-Institute for Research in Physics, Computing and Aerospace Science, Universidade de Vigo, Ourense, 32004, Spain

LLM-as-a-Judge Computer Science Education Rubric-Based Evaluation Automated Grading

Jun 24, 2026cs.CV

HG-Bench: A Benchmark for Multi-Page Handwritten Answer-Region Grounding in Automated Homework Assessment

Automated homework assessment depends not only on recognizing student answers, but also on accurately locating where each answer and each intermediate reasoning step appears in noisy, multi-page handwritten work. This paper addresses the missing evaluation setting of page-aware, two-level answer-region grounding: given a sequence of homework page images, a model must localize complete answer regions and their ordered step-level subregions. We introduce HG-Bench, a benchmark of 500 human-annotated K-12 homework samples curated from a 1,489,278-image source pool, with question-level and step-level boxes linked by a hierarchical containment constraint. HG-Bench is paired with a page-aware evaluation protocol that separately measures complete-answer localization (FA) and step-level decomposition (FSm), revealing whether models truly ground the spatial structure of student reasoning rather than merely parse visible text. Across frontier closed-source APIs and competitive open-weight VLMs, no zero-shot system exceeds 55.22% on FA or 48.22% on FSm, while a GLM-4.6V 9B reference model fine-tuned on ~10k in-domain examples reaches 74.97/72.26. These results identify step-level handwritten grounding as a concrete capability gap and provide a reproducible benchmark, evaluation protocol, and trained reference point for future work on automated homework assessment.

Chuangxin Zhao, Boyan Shi, Yanling Wang +7

VLM Evaluation Multimodal Grounding Visual Grounding Automated Grading Document Image Understanding

Jun 23, 2026cs.AI

Grading the Grader: Lessons from Evaluating an Agentic Data Analysis System

Agentic data analysis systems produce rich outputs, including code, numerical results, and verbal diagnostics. This makes them more challenging to evaluate than single-turn LLM responses. It is therefore necessary to distinguish genuine disagreement between an agent's output and a ground-truth answer from grading artifacts. We investigate how reliably automated graders assess such a system and what strategies improve grading quality by applying LAMBDA, a multi-agent data-analysis system, on 153 numerical QRData tasks from DSGym. We develop and evaluate a three-layer human-AI grading cascade: strict regex matching, LLM-based lenient grading, and snippet-based human inspection, which combines non-GenAI and GenAI strategies with different failure profiles. Both automated graders achieve 100% observed precision (0/70 false positives). The lenient grader's recall is 97% against human labels. A keyword-anchored extraction pipeline raises the strict grader's recall by 60 percentage points over a last-number heuristic; the lenient grader is architecturally parser-independent. An iterative nudge mechanism raises grading run success from 36% to 97% and lenient-pass rates from 16% to 46%; comparing nudging with and without original-question re-injection shows that re-injection offers no benefit, confirming the nudge as an answer template cue. We further observe in this case study that variable type is the task metadata field most consistently associated with grading pipeline dynamics and observed outcome grades.

Tian Zheng, Kai-Tai Hsu

Department of Statistics Columbia University New York, NY

LLM-as-a-Judge Human-in-the-Loop Evaluation Agent Evaluation Automated Grading Data Analysis Agents

Jun 23, 2026cs.CL

LLM Performance on a Real, Double-Marked GCSE Benchmark

We introduce a dataset of 32,534 double-marked real student responses to GCSE mock exams (GCSEs are the UK's national exams, taken at age ~16), spanning 328 questions across five subjects and including handwritten work. We test whether off-the-shelf large language models agree with examiners as closely as the two examiners agree with each other. We find that models overwhelmingly agree well with the examiner consensus across subjects, with the top performing models agreeing more closely with examiners than examiners agree with each other. Models achieve high scores for subjective tasks like English essay marking, as well as handling complex and messy handwritten Maths paper scripts. Agreement is uniform near the examiner line, and not massively discriminated by model size, providing cost-effective automated marking solutions.

Malachy Fox, Kavi Samra, Paul Jung

Medly AI

LLM Evaluation Educational Assessment Automated Grading

Jun 18, 2026cs.AI

Confidence-Aware Automated Assessment of Student-Drawn Scientific Models

Student-generated drawings are widely used in science education to assess learners' conceptual understanding in modeling-based tasks aligned with the Next Generation Science Standards (NGSS). However, scoring such drawings requires expert human judgment to interpret complex visual representations, making large-scale assessment costly to implement and sustain in classroom settings. In this work, we study automated scoring of student-generated scientific drawings using a vision-based model. We evaluate a Vision Transformer (ViT) with parameter-efficient adaptation and propose a confidence-aware scoring framework that derives response-level confidence from test-time predictive distributions. This confidence signal enables selective automation by scoring high-confidence responses automatically while deferring uncertain cases for human review. Experiments on six NGSS-aligned middle school assessment items show that the proposed approach improves scoring reliability while supporting a practical trade-off between automated coverage and scoring risk, highlighting the value of confidence-aware methods for trustworthy educational assessment.

Luyang Fang, Yingchuan Zhang, Jongchan Park +3

AI4STEM Education Center, Athens, GA, USA · Department of Statistics, University of Georgia, Athens, GA, USA

Selective Prediction Vision Transformer Educational Technology Automated Grading

Jun 18, 2026cs.CV

Evaluation of Image Matching for Art Skills Assessment

While some individuals possess a natural talent for drawing, mastering this skill requires dedicated training and practice. Determining one's skill in the art of drawing requires proper comprehensive assessment. In this paper, we propose a method to measure drawing skill by by matching the hand-drawn image with the original template. Existing techniques often involve complex processes. However, advancements in computer vision allow us to train computers to perform these comparisons at a human-like level, thereby resolving the tedious and overwhelming traditional process. Using computer vision applications, determining image similarity involves identifying the level of similarities in an image with a reference image. We have implemented and analyzed the SIFT feature and Siamese network to measure image similarity. Our results indicate that it is feasible to assess art skill levels. Through feature analysis, we found that SIFT-based key point matching provides a more effective means of detecting drawing skills.

Asaad Alghamdi, Michael Poor, Trung-Nghia Le +1

University of Dayton, Ohio, United States · University of Science, VNU-HCM, Ho Chi Minh City, Vietnam · Vietnam National University, Ho Chi Minh City, Vietnam

Image Matching Siamese Neural Networks Automated Grading

Jun 17, 2026cs.SE

CAPRA: Scaling Feedback on Software Architecture Deliverables with a Multi-Agent LLM System

Automated assessment in software engineering education has advanced significantly for code grading and essay scoring. However, reviewing software architecture deliverables, which requires analyzing structural completeness and requirements traceability, has not yet been fully automated. Applying Large Language Models (LLMs) to this task requires robust architectures to ensure technical feedback is accurate and reliable for students. This paper presents CAPRA (Configurable Architecture Proficiency Report Assessment), a multi-agent LLM system that analyzes software architecture deliverables to generate personalized, template-compliant LaTeX feedback. As a core design choice, CAPRA coordinates multiple specialized agents and employs a Python-based microservice for multi-modal document extraction, utilizing PyMuPDF and vision-enabled LLMs (specifically gpt-4o) to parse text and UML diagrams. To ensure educational reliability and mitigate hallucinations, CAPRA introduces a deterministic Evidence Anchoring step using fuzzy matching via normalized Levenshtein distance, along with a ConsistencyManager agent that cross-verifies, deduplicates, and merges findings. System performance is assessed using a structured eight-criterion binary evaluation taxonomy covering: (i) extraction completeness, (ii) feature validation, (iii) issue grounding and severity detection, (iv) recommendation specificity and traceability, and (v) template and tone compliance. A preliminary empirical evaluation on 10 student reports shows that CAPRA satisfied 88.8% of the evaluated criteria under a strict two-rater aggregation rule, achieved moderate inter-rater agreement with human evaluators (kappa = 0.582), and processed each report in slightly over 4 minutes. While these results support the viability of LLM-supported architectural feedback, human oversight remains essential for subjective assessment dimensions.

Marco Becattini, Niccolò Caselli, Matteo Minin +2

Department of Information Engineering, University of Florence, Florence, Italy

Software Engineering Multi-Agent LLM Systems Automated Grading

Jun 16, 2026cs.CY

Toward AI-Resilient Assessment in Computer Science Courses in an AI-Native World

AI-native course assessments in senior computer science courses and related fields should grade students by \emph{AI-resilient skill}: the ability to achieve outcomes beyond a strong AI baseline. Such assessments should allow students to use AI freely, while reducing the extent to which greater private AI budget or more intensive AI use, by itself, becomes a grading advantage. This paper proposes a minimal formal framework for this goal. The framework specifies a real task, an executable evaluator, a declared AI-native Pareto frontier, and a grading rule based on Pareto surplus. The central claim is simple: Pareto surplus provides a measurable, protocol-relative certificate that a submitted artifact achieves a tradeoff not already supplied by the declared AI baseline, and grading by this surplus is AI-resilient with respect to that baseline. Interpreting surplus as evidence of student skill requires the surrounding assessment protocol--for example, design reports, ablations, prompt traces, oral checks, or reproducibility explanations--but the grading certificate itself is behavioral and executable. The framework is then extended to practical complications, including self-improving AI loops, budget neutrality, server-mediated feedback, and prompt-based red teaming. As a concrete instantiation, we describe an AI-resilient approximate-membership assignment centered on Bloom filters for COMP 480/580 at Rice University, designed to test whether students can improve beyond AI-generated implementations.

Anshumali Shrivastava

Department of Computer Science, Rice University

Computer Science Education Educational Assessment AI in Education Generative AI in Education Automated Grading

Jun 16, 2026cs.AI

LLM-as-Judge in Education: A Curriculum-Grounded Marking Pipeline

Generative AI and large language models (LLMs) are increasingly applied to question generation and automated assessment. However, deploying LLMs in preparation for high-stakes exams requires more than prompt engineering; it demands software pipelines that systematically ground model outputs in authorised curriculum artefacts and marking guidelines issued by education authorities. This paper presents a curriculum-grounded, configurable LLM-as-Judge pipeline for question-level marking, co-developed with an industrial partner, to support exam preparation for university admission. The pipeline identifies the relevant topics, subtopics, and cognitive demand of a question, and assembles verifiable and authorised context to support LLM judgement. Curriculum intent is operationalised through concrete syllabus artefacts, including prescribed verbs and outcomes, performance band descriptors, glossary definitions, and marking-guideline principles. A staged LLM workflow is employed to first generate question-specific rubrics, capturing structured expectations of performance, and then derive and evaluate marking criteria used to allocate marks to student responses. This design improves consistency, transparency, and alignment with official marking practices. Preliminary evaluation shows that the proposed LLM-as-Judge pipeline delivers marking outcomes comparable to human tutors, while yielding justifications that are more traceable to authorised curriculum artefacts and marking standards. The pipeline has also been integrated into an online study platform, where early deployment data provide initial insights into operational usage and manual overrides.

Xiwei Xu, Chen Wang, Jacky Jiang +5

CSIRO, Australia · UNSW, Sydney, Australia · Studitory, Australia +1

LLM-as-a-Judge Educational Assessment Rubric-Based Evaluation Automated Grading

Jun 10, 2026cs.CL

Semantic Grading of Written Answers in Low-Resource Language Bangla Using a Fine-Tuned Lightweight Language Model

Bangla is among the world's most widely spoken languages, yet it remains underserved in educational NLP research. In many remote and rural regions, access to qualified subject teachers is limited, and written answers are consequently graded largely by hand, restricting timely and consistent feedback. Automatic assessment is challenging because semantically correct responses can vary substantially in surface form. We present a bilingual (Bangla-English) evaluation system designed for low-resource educational settings that prioritizes semantic correctness over lexical overlap. Our approach fine-tunes a lightweight language model to grade each response using the question, reference answer, and student answer, producing a numeric score and concise, context-grounded feedback suitable for classroom deployment. We also construct a synthetic bilingual dataset to enable controlled training and evaluation. Across proprietary and open-source LLMs evaluated under a unified protocol, our QLoRA-tuned Qwen3-8B confirms consistent improvement by producing the most leakage-resistant feedback (RoRa = 0.819) in synthetic evaluation and the strongest agreement with human scores (rho = 0.936, MAE = 0.725) in a dedicated human study.

Meherun Farzana, Aniket Joarder, Mahmudul Hasan +1

Computer Science and Engineering, University of Dhaka

Educational Assessment Low-Resource Language Processing Automated Grading

Jun 9, 2026cs.CV

Towards Fully Automated Exam Grading: Fairness-Aware Recognition of Handwritten Answers with Foundation Models

Correcting handwritten exams by hand is time-consuming and error-prone, particularly for large cohorts, while fully digital exams tend to force a didactic narrowing towards closed question formats. A practical middle ground keeps paper-based, problem-oriented tasks but records the assessment-relevant answers as single capital letters in a table that a machine can read. The open question is whether this reading can be made accurate and, above all, fair enough for unsupervised grading. Earlier automated approaches reached only about 88%--91% recognition -- too low -- and failed on the cases that matter most: answers placed outside the cell, crossed out, or written in cursive. We show that general-purpose vision-language foundation models (VLMs), which interpret the page rather than match pixel templates, close this gap. On a benchmark of 61 anonymised exams (3141 answer positions) the best model reaches 98.4% accuracy, well above the previous baseline. Crucially, we centre the evaluation on fairness: we distinguish false negatives (a correct answer marked wrong, which disadvantages the student) from false positives, and a lightweight prompt that supplies the reference solution as context lowers the false-negative rate to 0.58%. Under an exemplary grading scheme only three of the 61 exams would be graded worse, all caught by a student self-review step. Fully automated, fairness-aware exam grading at scale is therefore defensible; we release the anonymised benchmark to support reproducibility.

Hartwig Grabowski

Institute for Machine Learning and Analytics (IMLA), Offenburg University, Offenburg, Germany.

VLM Evaluation Algorithmic Fairness Online Handwriting Recognition Optical Character Recognition Automated Grading

Jun 8, 2026cs.AI

RealMath-Eval: Why SOTA Judges Struggle with Real Human Reasoning

While Large Language Models (LLMs) have achieved near-perfect performance in \emph{solving} high-school mathematics, their ability to \emph{evaluate} the diverse reasoning processes of real human students remains under-examined. To bridge this gap, we introduce \textbf{RealMath-Eval}, a rigorously annotated benchmark of 224 real-world exam responses from high schools. Our initial evaluation reveals that even state-of-the-art LLM judges struggle significantly on this task, exhibiting a high Mean Squared Error (

\sim

2.96) against expert human grading. To probe a plausible explanation, we contrast this performance with a control setting where the same judges evaluate synthetic LLM-generated solutions. We identify a stark

Evaluation Gap'': judges are considerably more accurate and consistent on synthetic text (MSE $\sim$1.17) but struggle to generalize to authentic student reasoning. Through semantic embedding analysis, we find that synthetic errors suffer from a

structural collapse'' into predictable, low-dimensional linear subspaces, whereas human errors form a more diverse error space. Furthermore, generative probability probes suggest that human reasoning involves significantly higher information-theoretic surprisal, indicating that student reasoning transitions are more out-of-distribution for current models. Finally, we find that surface-level style transfer fails to close this gap. Our findings suggest that current LLM evaluation pipelines relying heavily on synthetic data may not adequately capture the diversity of authentic student mathematical reasoning.

Yiteng Mao, Kenan Xu, Yijia Lyu +3

University of Wisconsin–Madison · East China Normal University · New York University +2

Mathematical Reasoning Benchmarks LLM Evaluation LLM-as-a-Judge Automated Grading Synthetic Data Evaluation

Jun 7, 2026cs.AI

Hybrid E-Assessment in Higher Education: Semi-Automated Grading of Paper-Based Written Examinations

This paper examines the limitations of fully digital and partially digital e-assessment approaches in summative examinations in higher education. The analysis focuses on the didactic narrowing caused by closed question formats and on organizational, technical, and legal constraints that become particularly relevant in large student cohorts. As an alternative, the paper proposes a hybrid e-assessment approach that retains paper-based, problem-oriented examination tasks while enabling semi-automated grading. Assessment-relevant intermediate results are encoded in a structured answer format, entered by students by hand, and subsequently captured from table fields. The central technical bottleneck is reliable recognition of handwritten characters under realistic examination conditions. Recent vision-capable large language models, combined with a two-pass validation principle and comparison against a solution key, can reduce misclassifications and thereby improve the validity, fairness, and scalability of summative assessment.

Hartwig Grabowski, Michael Canz

Institute for Machine Learning and Analytics, Hochschule Offenburg, Offenburg, Germany. · Hochschule Offenburg, Offenburg, Germany.

Educational Assessment Automated Grading

Jun 7, 2026cs.SE

Impacts of Histories and Models on LLM Grading: A Study in Advanced Software Engineering Courses

Graduate-level research reading report assessment creates a substantial labor burden for educators. While large language models (LLMs) hold great potential for automating academic grading, their reliability for this specialized task remains understudied, particularly regarding grading consistency, the lack of which represents a primary obstacle to educational fairness. This paper proposes a human-aligned LLM-assisted grading workflow and presents a case study based on 180 student submissions from a graduate advanced software engineering course. We evaluate two mainstream LLMs, Grok and GPT, in terms of grading consistency and alignment with human scores. We find LLMs exhibit distinct levels of intra-model consistency and significant inter-model grading inconsistencies, while simple ensemble approaches cannot improve alignment with human evaluation. Critically, continuous interaction history drives systematic drift in models' grading standards away from human expert scores. Our findings demonstrate LLMs' potential in reducing grading workload for educators in graduate education, while highlighting that indiscriminate LLM grading may introduce systemic unfairness, suggesting that specific operational practices are required to mitigate such disparities.

Qilin Zhou, Zhuo Wang, Yue Li +1

City University of Hong Kong, Hong Kong SAR, China

LLM Evaluation LLM-as-a-Judge LLM Prompting AI in Education Automated Grading

Jun 4, 2026cs.CL

EDIT: Evidence-Diagnosed Intervention Training for Rule-Faithful LLM Grading

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.

Zhihao Wu, Linhai Zhang, Taiyi Wang +4

1King’s College London · University of Cambridge · 3AQA +1

LLM-as-a-Judge Rubric-Based Evaluation LLM Post-Training Automated Grading

Jun 3, 2026cs.CV

Deep Learning-assisted AMD Staging based on OCT and OCT Angiography

To develop and evaluate deep learning models for automated grading of age-related macular degeneration (AMD) severity using optical coherence tomography (OCT) and OCT angiography (OCTA) data. Two hundred seventy-one participants aged >= 50 years with varying AMD severities. Central macular 6 x 6 mm OCT/OCTA volumes were acquired using a swept-source OCTA system (SOLIX; Visionix/Optovue Inc., CA). AMD severity was graded into four stages (No AMD, Early AMD, Intermediate AMD, and Advanced AMD) according to the AREDS simplified severity scale. Three deep learning models were developed using different input modalities: (1) biomarker maps derived from segmented pathological features, including retinal fluid, drusen, geographic atrophy (GA), and macular neovascularization (MNV); (2) two-dimensional (2D) en face OCT and OCTA projections; and (3) three-dimensional (3D) OCT/OCTA volumes. EfficientNet-based architectures were trained using normalized inputs, data augmentation, and five-fold cross-validation. A total of 2,030 OCT/OCTA volumes from 351 eyes of 271 participants were analyzed. All models demonstrated strong AMD staging performance with substantial agreement with the reference standard (QWK >= 0.83). The biomarker-based model achieved the highest overall performance (QWK = 0.85 +/- 0.03, mean +/- standard deviation) and the best detection of early AMD (F1-score = 0.59 +/- 0.14). The 3D model achieved performance comparable to the 2D OCT/OCTA model (QWK = 0.83 +/- 0.04 vs. 0.83 +/- 0.09), while the 2D OCT/OCTA model showed the highest precision (0.79 +/- 0.06) and most accurately identified eyes without AMD. Deep learning models using OCT/OCTA data can accurately and automatically grade AMD severity. Among the evaluated approaches, the biomarker-based model provided the most balanced performance and showed particular value for early AMD detection.

Yukun Guo, Tristan T. Hormel, An-Lun Wu +4

Casey Eye Institute, Oregon Health & Science University, Portland, OR 97239, USA · Department of Biomedical Engineering, Oregon Health & Science University, Portland, OR 97239, USA · Department of Ophthalmology, Mackay Memorial Hospital, Hsinchu 300044, Taiwan

Medical Imaging Optical Coherence Tomography Medical Image Classification Automated Grading