Abstract
arXiv:2605.27402v1 Announce Type: cross 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.