Paper

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

arXiv:2606.06350v1 Announce Type: new Abstract: 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 traini…

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