Rebuttals Move Peer-Review Scores, but Initial-Review Structure Bounds the Movement

Author rebuttals are the main post-submission window in peer review, but their effect on reviewer scores remains hard to measure because score updates mix rebuttal content with initial score position, paper-level consensus, reviewer confidence, and discussion dynamics. We study ICLR 2024-2025 using 73,000 reviewer trajectories with externally archived pre- and post-rebuttal scores, and use LLMs only as measurement instruments. Gemini Flash 3.0 predicts implied pre-rebuttal scores from score-stripped review text. The resulting text-score offset predicts later movement, with score-increase rates rising from 8.3% when text reads below the assigned score to 31.9% when it reads above. Claude Opus 4.6 induces, and outcome-blinded Gemini Flash 3.0 validates, a 44-feature taxonomy of resolved reviewer-author exchanges, where 23 features replicate across model and held-out year under Bonferroni correction. In the rebuttal-engaged benchmark (n=6,705), initial-review structure already predicts much score movement (AUC=0.747, minimal AUC=0.696), while adding the resolved exchange raises AUC to 0.804. Rebuttals can move scores, but measurable movement is bounded by initial-review structure, and robust exchange signals are mostly rebuttal failure modes.

Human-in-the-Loop LLM Grading for Handwritten Mathematics Assessments

Providing timely and individualised feedback on handwritten student work is highly beneficial for learning but difficult to achieve at scale. This challenge has become more pressing as generative AI undermines the reliability of take-home assessments, shifting emphasis toward supervised, in-class evaluation. We present a scalable, end-to-end workflow for LLM-assisted grading of short, pen-and-paper assessments. The workflow spans (1) constructing solution keys, (2) developing detailed rubric-style grading keys used to guide the LLM, and (3) a grading procedure that combines automated scanning and anonymisation, multi-pass LLM scoring, automated consistency checks, and mandatory human verification. We deploy the system in two undergraduate mathematics courses using six low-stakes in-class tests. Empirically, LLM assistance reduces grading time by approximately 23% while achieving agreement comparable to, and in several cases tighter than, fully manual grading. Occasional model errors occur but are effectively contained by the hybrid design. Overall, our results show that carefully embedded human-in-the-loop LLM grading can substantially reduce workload while maintaining fairness and accuracy.