Small language models can grade open-ended examination answers as reliably as substantially more expensive models when they grade against an explicit rubric. We test this claim as the design principle behind any-to-bench: a frontier model reads source documents once, at ingestion, to extract each question and its rubric; lower-cost models then perform all repeated grading work. We evaluate six cost-efficient model configurations from two model families at three reasoning-effort levels. Each configuration answers 24 open-ended examination questions, and each also grades every answer sheet three times, yielding 3,456 per-question grades. Scores depend overwhelmingly on the answer being graded: answer identity explains 95.6% of score variance, whereas judge identity explains only 0.2%. Raising a writer's reasoning effort moves earned scores by as much as 0.143 of full marks, while raising a judge's reasoning effort moves assigned scores by at most 0.006. Six frontier-tier judges, added as a check, reproduce these scores and are no more reliable as a panel. Two ablations then decompose the rubric on the same questions and answers. Removing its criteria and levels while keeping the official answer changes nothing measurable. Removing the official answer as well collapses reliability (ICC 0.888 to 0.628), inflates scores, and makes judge reasoning effort matter again. The rubric is what decouples grading from judge intelligence, and within the rubric the official answer does nearly all the work. We find no evidence of length preference or same-family preference under rubric-anchored grading.
This paper investigates rubric-aware, multitask fine-tuning of transformer models for automated grading of introductory C++ programming assignments, with the goal of producing grade predictions that better reflect instructor grading behavior than general-purpose LLMs. Using multi-semester CS1 data, student submissions are paired with numeric scores, letter-grade buckets, and assignment rubrics, then preprocessed into unified sequences for transformer input. A BART encoder-decoder with LoRA adaptation is trained to jointly predict numeric grades and grade buckets, augmented with a distribution-matching term to align predicted and empirical grade distributions, an evaluation dimension often overlooked in prior work. Experiments compare single-task and multitask training, hard one-hot versus fuzzy and boundary-based soft labels, and rubric versus no-rubric conditions, with additional T5 and pairwise-pretrained variants. Results show that multitask BART with boundary-based soft labels and rubric context achieves lower mean absolute error and stronger grade-distribution alignment than single-task, hard-label, or code-only baselines. Fully fine-tuned T5 further improves distributional fidelity, while pairwise pretraining reduces numeric error at the cost of minority-class sensitivity. Collectively, the findings suggest that calibration-aware, rubric-guided training produces more instructor-like grading behavior than accuracy-optimized alternatives.