How should an adult lyric-timing activity assess reasoning rather than polished AI output?

Neuhaus

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For an adult language-learning activity, how would you assess the reasoning behind corrected lyric timestamps rather than simply reward a polished AI-generated file?

One possible exercise is to use a short, original recording that participants have permission to process. Each participant compares an initial transcript with the audio, marks an uncertain phrase, and explains a change to a line boundary or start time. A partner then checks the same point without seeing the proposed answer first. No student names, private voice recordings, or copyrighted song lyrics need to be posted publicly.

I am associated with AI LRC Generator, a browser tool at ailrcgenerator.online/ that supports reviewing recognized or supplied lyrics, editing line timestamps, previewing playback, and exporting lyric or subtitle files. Editing and exports are free; automatic audio processing requires a verified account and credits. This is an AI-assisted, project-associated question, not an independent classroom success report.

For a small rubric, would you prioritize identifying a recording-version mismatch, explaining why a line was split, distinguishing a global offset from a local error, or documenting a listening check after export? An attractive synchronized display alone seems insufficient evidence that the learner understood the decision. A short written explanation and a second listening pass may be more informative.

What would be a fair, manageable way to compare these explanations while allowing learners to acknowledge uncertainty and choose not to share their own voices? Suggestions for an offline or text-only alternative would also be helpful.