Most automated essay scoring (AES) systems output a single holistic score without interpretable evidence and rely on closed APIs that introduce data privacy and cost barriers. We present ArguLens, an opensource, locally deployable system that decomposes AES into three decoupled components: a discourse-move classifier (Qwen2.5-7B-Instruct fine-tuned with LoRA on PERSUADE 2.0), a grade-independent LightGBM scorer over 31 linguistic and discourse features, and a label-aware feedback generator served through vLLM with a Qwen2.5-14BInstruct backbone. A Gradio web UI exposes pluggable inference backends and supports single-essay and batch scoring with downloadable per-essay breakdowns. On an essaydisjoint PERSUADE 2.0 test split, the logitprobe classifier achieves 82.6% accuracy and 0.727 macro-F1; under prompt-grouped 5-fold cross-validation the scorer reaches a mean QWK of 0.813 under an oracle discoursefeature protocol, and an ablation shows that adding gold discourse annotations yields an increment of +0.055 QWK over the lexical+syntactic configuration (paired t-test, p = 0.010). This is a component-level diagnostic rather than an end-to-end classifier-to-scorer result. The feedback generator ships with a structured evaluation protocol; its human-rater study is left to future work. The system is released under Apache 2.0 at https://github.com/wwrwbs/AI_AWE.
Xuefeng Jin, Jiashuo Zhang, Teng Cao +1cs.CL cs.AI
Large language models (LLMs) have been widely applied to automated essay scoring (AES) and automated feedback generation (AFG). However, existing studies rely primarily on prompt engineering or supervised fine-tuning, while systematic research on reinforcement learning (RL) post-training and automated evaluation of feedback quality remains limited. We propose RLAES, a unified LLM framework that jointly optimizes essay scoring and feedback generation through RL. To make feedback quality measurable, interpretable, and usable for training, we introduce Rubric-based Feedback Evaluation (RFE), an essay-grounded feedback evaluation framework comprising 166 fine-grained binary rubric items and an LLM-as-judge. Building on RFE, we propose Adaptive Gated Feedback Optimization (AGFO), which activates rubric-based feedback rewards on demand during RL, reducing evaluation overhead while improving feedback quality. We also propose Adjacent Contrastive Reasoning (ACR) to improve ordinal score calibration by explicitly contrasting adjacent score levels. Experimental results show that the RFE framework captures essay-feedback consistency, exhibits strong pairwise discriminative power, and closely aligns with expert preferences. On the ASAP benchmark, RLAES-AGFO achieves the best scoring performance among LLM-based methods (QWK = 0.803), while maintaining feedback quality comparable to GPT-5.5 and avoiding the feedback degradation observed under score-only RL. Code and datasets are publicly available at https://github.com/hellomuyi/RLAES.
Steven Coyne, Diana Galvan-Sosa, Ryan Spring +4cs.CL
This study examines feedback in English as a Foreign Language (EFL) writing contexts, focusing on written corrective feedback (WCF). Large language models (LLMs) can provide WCF at scale, but aligning them with pedagogical best practices remains an ongoing challenge. WCF meeting criteria like factuality or relevance may still be unsuitable for learning contexts, highlighting the need for extrinsic evaluation based on the learner's perspective. We deployed WCF systems in a university-level EFL class with nearly 2,000 students, collecting over 20,000 drafts. We evaluated the generated WCF from two perspectives: intrinsic evaluation by experienced English teachers using a rubric, and extrinsic evaluation via student feedback and engagement metrics. Results revealed low alignment between teacher expert ratings and student feedback. These findings suggest that traditional expert evaluation alone may not fully capture WCF's usability or helpfulness from the learner's perspective, highlighting the importance of learner-centered evaluation frameworks for AI-based applications in language education.
This study presents WrAFT, a Writing Assessment and Feedback Tool, that delivers both accurate and reliable scores and effective comprehensive feedback to argumentative essays. WrAFT adopts a modular design by dividing automated writing evaluation (AWE) tasks into scoring, surface-level feedback, and deep-level feedback. In building the system, various Large Language Models (LLMs) have been evaluated, including LLaMA-3.3-70B-Instruct, GPT-4o, and Claude 3.7, through both direct prompting and supervised fine-tuning approaches. A proprietary dataset of 480 TOEFL Independent Writing essays with official benchmark scores was utilized. Benchmark-based evaluation shows that WrAFT achieves state-of-the-art performance in scoring, with a quadratic weighted kappa (QWK) of 0.84 and a root mean square error (RMSE) of 0.44 against official scores on a scale of 0-5. Human evaluation of system-generated feedback also reveals high approval ratings: 96.14 percent for surface-level feedback, 93.03 percent for deep-level macro feedback, and 94.69 percent for deep-level micro feedback. An interactive user interface has been developed for the system and is publicly available and free to use.
Effective writing feedback is among the strongest drivers of student learning, yet producing it at scale is labor-intensive. LLMs offer a natural path to scaling writing support, but two gaps stand in the way: few public corpora capture how instructors actually deliver feedback in real classrooms, and no reliable method measures whether generated feedback aligns with what an instructor would write. We address both. SEFORA is a public corpus pairing instructor inline feedback with assignment prompts, rubrics, scores, and multi-draft revisions across various college writing genres, comprising 564 drafts and 8,240 instructor annotations. UniMatch is a reference-based evaluation framework for open-ended generation: it segments feedback into feedback units, scores their semantic correspondence under instructor-derived criteria, and aligns them via optimal matching to yield interpretable precision, recall, and F1. Across 74 experimental configurations spanning multiple LLMs, no setting exceeds 0.4 F1. UniMatch reveals that models struggle to identify the feedback instructors would prioritize, and performance degrades as models generate more.