From Scoring to Explanations: Evaluating SHAP and LLM Rationales for Rubric-based Teaching Quality Assessment
This paper proposes a framework for sentence-level interpretability of rubric-based scoring, combining Shapley-value attributions with LLM-generated rationales. Tested on the CLASS Feedback quality dimension using the NCTE corpus, fine-tuned PLMs outperform LLMs in accuracy but show label compression. SHAP provides more faithful and transferable explanations than LLM rationales.
[2606.05180] From Scoring to Explanations: Evaluating SHAP and LLM Rationales for Rubric-based Teaching Quality Assessment
[Submitted on 18 Apr 2026]
Title:From Scoring to Explanations: Evaluating SHAP and LLM Rationales for Rubric-based Teaching Quality Assessment
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Abstract:Automated scoring models are increasingly used to assign rubric-based quality ratings to complex language performances, including classroom transcripts, yet they typically provide little insight into why a particular score is produced. We propose a general framework for sentence-level interpretability of rubric-based scoring that combines model-agnostic Shapley-value attributions with rationales generated by large language models (LLMs). Instantiated on the Quality of Feedback dimension of the CLASS framework using the NCTE corpus, the framework enables systematic comparison of fine-tuned pretrained language models (PLMs) and prompted LLMs on both scoring performance and explanation faithfulness. Across 6k annotated transcript segments, fine-tuned PLMs outperform LLMs in prediction accuracy but exhibit label compression toward mid-scale scores. Deletion-based tests show that SHAP identifies sentences that reliably drive model predictions, producing typically larger and more coherent prediction shifts than LLM-generated rationales. Cross-model analyses further reveal that SHAP attributions transfer robustly across architectures, whereas LLM rationales exert limited and inconsistent influence. Overall, the findings demonstrate that SHAP provides more faithful and transferable explanations for rubric-based scoring, and that the proposed framework offers a principled basis for evaluating both scoring models and their explanations in high-stakes educational settings and other rubric-based language assessment tasks.
Comments: Accepted to Findings of ACL 2026
Subjects:
Computation and Language (cs.CL); Artificial Intelligence (cs.AI)
Cite as: arXiv:2606.05180 [cs.CL]
(or arXiv:2606.05180v1 [cs.CL] for this version)
https://doi.org/10.48550/arXiv.2606.05180
arXiv-issued DOI via DataCite
Submission history
From: Ivo Bueno [view email] [v1] Sat, 18 Apr 2026 14:27:51 UTC (139 KB)
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