Papers by Heather Hill
From Scoring to Explanations: Evaluating SHAP and LLM Rationales for Rubric-based Teaching Quality Assessment (2026.findings-acl)
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Ivo Bueno, Babette Bühler, Philipp Stark, Tim Fütterer, Ulrich Trautwein, Dorottya Demszky, Heather Hill, Enkelejda Kasneci
| Challenge: | a framework for sentence-level interpretability of rubric-based scoring is proposed . aaron e. smith: automated scoring models provide little insight into why scores are produced . |
| Approach: | They propose a framework for sentence-level interpretability of rubric-based scoring that combines Shapley-value attributions with rationales generated by large language models. |
| Outcome: | The proposed framework compares fine-tuned pretrained language models with large language models . it shows that fine- tuned models outperform LLMs in prediction accuracy but exhibit label compression toward mid-scale scores . |
Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions (2021.acl-long)
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Dorottya Demszky, Jing Liu, Zid Mancenido, Julie Cohen, Heather Hill, Dan Jurafsky, Tatsunori Hashimoto
| Challenge: | Despite extensive research showing the positive impact of uptake on student learning and achievement, there is little evidence that it is effective in teaching. |
| Approach: | They propose a framework for computationally measuring uptake by releasing a dataset of student-teacher exchanges extracted from US math classroom transcripts annotated for uptake . they formalize uptake as pointwise Jensen-Shannon Divergence (pJSD) and conduct a linguistically-motivated comparison of different unsupervised measures. |
| Outcome: | The proposed framework outperforms baseline measures in identifying uptake phenomena like question answering and reformulation. |