REC-CBM: Rubric-Aware Error-Correction Concept Bottleneck Models for Trustworthy Open-Ended Grading
- URL: http://arxiv.org/abs/2605.27402v1
- Date: Fri, 24 Apr 2026 00:44:58 GMT
- Title: REC-CBM: Rubric-Aware Error-Correction Concept Bottleneck Models for Trustworthy Open-Ended Grading
- Abstract summary: We present REC-CBM, a rubric-aware error-correction concept bottleneck model for trustworthy open-ended grading.<n>It produces more faithful concept-level reasoning than both state-of-the-art baselines.<n>Overall, this work provides a practical, interpretable grading solution that enables educators to inspect, intervene in, and trust automated decisions.
- Score: 11.935308398286361
- License: http://creativecommons.org/licenses/by/4.0/
- Abstract: Open-ended grading is central to equitable and personalized education, yet manual grading remains time-consuming and costly, underscoring the need for automated grading systems. Although recent neural and large language model (LLM) based systems have demonstrated superior performance, they are typically black-box models whose scoring processes and rationales are difficult for educators to verify and trust. Concept bottleneck models (CBMs) have emerged as a promising approach by routing predictions through human-interpretable concepts, providing a mechanistic guarantee of transparency. However, standard CBMs are not tailored to open-ended grading: they do not explicitly model fine-grained rubric dimensions, inadequately capture the ordinal semantics of scoring scales, and neglect inherent reliability issues in human concept annotations. To address these limitations, we propose REC-CBM, a rubric-aware error-correction concept bottleneck model for trustworthy open-ended grading. REC-CBM introduces a rubric-aware concept encoder that learns concept-specific representations over responses and an ordinal pairwise calibration objective that preserves ranking structure among rubric dimensions. It further incorporates a latent concept error-correction module that denoises concept predictions before final grade prediction while preserving interpretability. Comprehensive experiments on publicly available datasets show that REC-CBM consistently improves grading performance and produces more faithful concept-level reasoning than both state-of-the-art baselines. Further analyses validate the contribution of each component and demonstrate the applicability in realistic educational settings. Overall, this work provides a practical, interpretable grading solution that enables educators to inspect, intervene in, and trust automated decisions, advancing more transparent and trustworthy education.
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