---
tags:
- sentence-transformers
- sentence-similarity
- feature-extraction
- generated_from_trainer
- dataset_size:11779
- loss:TripletLoss
base_model: Alibaba-NLP/gte-large-en-v1.5
widget:
- source_sentence: "One day there was a boy called teddy (Ted Andrew)and his favorite\
\ game \nwas soccer. One day on his walk home from school he saw a glowing \n\
soccer ball on the side of the road! It was just a normal soccer ball but \nglowing\
\ so he decided to touch it he walked,he bent,he touched and \nsuddenly he was\
\ been transported to the soccer finals.\nHe was in a real life soccer game, it\
\ had not started yet but somehow he \nwas running out on the pitch with them.What\
\ is happening?he thought,is \nthis a dream he was asking himself this but knew\
\ it was real.He checked all\nthe players and realized van dijk was missing then\
\ he looked down and \nrealized that they were his then he realized he was playing\
\ as him!\nSoon later the Match started and he was in it then konate passed the\
\ ball to\nhim so he passed it to Mac Alister, who lobbed it down the wing to\
\ salah, \nwho counted it to jota who headed it in! he couldn’t believe it he\
\ was in an \nactual soccer Match. It was 1-0 the other teams coach had called\
\ time out \nso he had a bit to think about this odd situation,then he just decided\
\ to have\nfun and play.\nSzoboszlai took the starting kick and passed it back\
\ to him so van dijk (Ted \nAndrew)raced down the pitch then he realized he had\
\ the skill of van dijk he \nkicked and won a corner,so Trent took and it was\
\ perfect teddy timed it with\nvan dijk’s skill and scored! now it was half time.\n\
Half time stared of pretty normally the other side passed it back and tried to\n\
keep possession but gravenberch the play maker stole it and passed to \nMac Alister\
\ who passed it back to Roberson who made some forward \nthrust and and passed\
\ it to Diaz. Now it was really close to another goal he \ncould feel it and sure\
\ enough Diaz scored,it was back to kick of the other \nteam was pushing up and\
\ took a good shot but Alisson did a great dive and\nsaved it now it was 3-0 and\
\ the Match was almost over, 3 minutes left they \nkept possession and won after\
\ they all celebrated he touched the mach ball\nand he got transported back and\
\ every day after that he would go play with \nthe team,The end.\n"
sentences:
- 'Narrative Storytelling Skills: Narrative Writing'
- 'Essay Organization Skills: I can write three or more sentences with my ideas
in order'
- 'Source Analysis Skills: I can compose source analysis using appropriate sentence
structure and paragraphs'
- source_sentence: "Chatter and laughter danced through the bright woods on this Monday\
\ morning. The sun \nshone on glistening leaves, dark trunks and all kinds of\
\ wildlife skittering through the dense \nundergrowth. Sensing the humans, the\
\ mice turned and ran as Eliabeth raced past, Rose, \nAlex and Eugene not far\
\ behind. \"We have to make it back or breakfast will be cold!\" \nElizabeth panted,\
\ slowing down. \"But I'm so tired!\" Alex, her friend complained. \
\ \n\"Oh fine. Let's rest.\" The group sat on a log,\
\ slightly damp with morning dew, and admired \ntheir surrounds. Small mammals\
\ peeked out of holes and birds twittered, gliding on \ncarefree wings. The earthy\
\ scent of the bush mingled with that of fragrant petals, taken \nfrom rambling\
\ bushes. Eugene stood, and proclaimed that it was time to go. He looked \naround\
\ for the path, but it wasn't there anymore. \nAfter 10 minutes of panicked searching,\
\ Alex realised that they were getting nowhere. \"We \nknow the path was there,\
\ but not anymore. Let's just keep going the way we were. Then we \ncan make it\
\ back it back to camp and figure out what happened.\" The others all agreed,\
\ so \nthe left the log and strode onwards. After walking for nearly 350 metres,\
\ they all realised \nthat not one of them recognised their surroundings. Gone\
\ were the bright evergreen trees, \nand the cheeky mice. All that was there,\
\ ahead and behind them was barren, desolate \ntrees, all leaves long reduced\
\ to soil, and all animals under it. Ruby, who was afraid, \nwhimpered shakily\
\ \"Guys? What are we going to do now?\" No one knew. Everyone wanted \nto. \n\
Stuck in the other forest for hours, they started to hallucinate. At least, they\
\ hoped they \nwere hallucinating. They saw flames appear in the distance, only\
\ to vanish in seconds, long \nfingered creatures in rags, hungry eyes black and\
\ empty dash around trees, and most \nscarily, someone else, following them on\
\ the horizon. Slowly creeping up on them. \nStealthily. As if they thought they\
\ hadn't been seen. \nDesperate to escape, the children reasone that they might\
\ get help from the mystery \nperson, and could probably knock them out if they\
\ had to. So, with this in mind, they made \ntheir first good decision. Upon meeting\
\ them, they learned the man was called David, and \nhe had been stuck here for\
\ several years. He took them to his shelter, and that was where \nhe revealed\
\ who he really was. \n\"I am not David, nor am I your ally. I am certainly not\
\ your friend, but I will give you a \nchance to escape my creation. Yes, this\
\ enchanted forest is mine, and yes, I could kill you \nin less than a second.\
\ But kindly ignore that, as if you become scared I will not give you \nyour chance\
\ to escape.\" \nHe disappeared on the spot, leaving only an egg, a massive,\
\ speckled red egg. It was as \ntall as Eugene, who was 14. Suddenly heat swarmed\
\ out of the egg and through the cave \nthey were in. It rocked and cracked, and\
\ a baby dragon tumbled out. The kids cowered \nagainst the wall, terrified of\
\ the baby behemoth in front of them, capable of reducing them \nto cinders. However,\
\ the 'baby behemoth' thought they were it's siblings, so did not eat \nthem on\
\ the spot. They realised that this dragon must be their chance, so accepted it\
\ and \ncalled it Fin. \n After leaving they cave, Fin in tow, the kids realised\
\ that even with a dragon, they still didn't \nknow how to escape, as Fin wasn't\
\ strong enough to carry them in the air. They did know \nthey were thirsty though.\
\ They found a spring, and upon drinking it gained strength several \ntimes their\
\ usual levels. While uprooting a tree, in her anger at being here alone and without\
\ \nhelp or escape, Ruby had a stroke of inspiration. She ran to her friends,\
\ the first smile since \nthey got here on her face. \"If we give Fin (Here Fin\
\ stood up with a curious snarf sound) \nsome strength water, maybe he could fly\
\ us out of here!\" Excited, they gave Fin strength \nwater and piled on his back.\
\ Then they took off. \nWind whistled past their ears, cold air biting through\
\ their summer clothes. The groud \nspread out like a map under them, allowing\
\ them to see every minute detail, including the \npath. The path! Their exit!\
\ The told Fin to go down and- \nThe were stopped. By another dragon. This one\
\ at least five times Fin's size and angry. \nVery angry. Fin ducked, weaved.\
\ Breathed flame. The kids hang on for dear life, fire and \nwind playing havoc\
\ with their senses. Flame blinded them, burnt them. Wind threatened to \ntoss\
\ them off Finn, down on to the harsh ground, where they would never get up. They\
\ \nknew there was one way out. \nFin dove down past the talons of the other dragon,\
\ the sharp limestone green scales, nearly \nat the path. Closer, closer, closer.\
\ At the last second he leveled with the ground, barrelling \nthrough the portal\
\ from this world, back the children's. They would have a lot of explaining \n\
to do back at camp. \nThey flew into camp on Fin's back, the strength water just\
\ wearing off. All the adults said \nthey would need some coffee for this explanation,\
\ so once they had their coffee, the kids \ntold their story, the story you just\
\ read. Fin went on to become massive, and live on an \nisland in the bermuda\
\ triangle, though he occasionally went back for visits to his siblings. \nThey\
\ all lived, maybe not happily, but with an excellent story and even more excellent\
\ \nfriends. \n"
sentences:
- "Figurative Language Skills: Through\r\nuse of descriptive writing, word choice\
\ and attempts at figurative language\r\n(similes, personification, onomatopoeia,\
\ etc), is able to show the reader the\r\nstory, not tell it."
- 'Describing Characteristics: Uses simple adjectives to add meaning by describing common
qualities or features e.g. small, long, red'
- 'Em Dash Skills: I can use an em dash for parenthetical information'
- source_sentence: "Know Your Value and Embrace Your Power\nJournalist Sarah Stephan\
\ proves how the film Legally \nBlonde is still relevant after 2 decades of it\
\ being released. \nFrom the early 2000s to today, Legally Blonde remains to attract\
\ audiences with its message of empowerment and resilience. Now, get ready to\
\ rediscover the continuing wisdom and inspiration it offers for a new generation.\
\ Girls unite through their feminine competence, forming a bond that keeps them\
\ together. In today’s world, Legally Blonde is an important lesson for young\
\ girls that we can be much more than the blonde stereotype.\nIn the movie Legally\
\ Blonde there are many inspirational messages throughout. One main one is Femininity\
\ and Competence. Elle Woods embodies feminine traits while also proving she can\
\ be competent. In the graduation scene Elle Woods declared, “first impressions\
\ are not always correct, you must always have faith in people, and most importantly,\
\ you must always have faith in yourself. The technique used in this scene is\
\ close up shots. This technique creates an intimate connection between Elle and\
\ the viewers, making her journey of hard work more impactful. This scene in legally\
\ blonde deliver timeless messages about preservice, self-belief, breaking stereotypes\
\ and empowerment which all continue to strongly resonate in todays world. Another\
\ scene in legally blonde that represent Femininity and Competence is the graduation\
\ scene. In this scene she is seen wearing a hot pink dress and bag, standing\
\ out. This fashion choice symbolizes some key things. Authenticity (staying true\
\ to herself by wearing pink), breaking stereotypes (challenging stereotypes of\
\ femininity), and empowerment which plays a key role in young peoples life today.\
\ These messages are the reason Legally Blonde is still relevant to young people.\n\
In the world of Legally Blonde, the strength of sisterhood takes centre stage\
\ as Elle Woods navigates the unexpected challenges of Harvard Law School. Elle\
\ Woods portrays the concepts of girls sticking together by strengthening her\
\ and her sorority sisters through the hard times. When Elle is preparing for\
\ her first big court \n\ncase, she rallies the support of her sorority sisters\
\ to help prepare for a pivotal courtroom moment. The technique used in this scene\
\ is the music. The music is an uplifting and motivating song that is used to\
\ underline the positive energy and determination of Elle and her friends. This\
\ scene is essential in the film for its emotional depth, character development,\
\ and thematic richness. Throughout Elle’s time at Law School, she is underestimated\
\ by classmates and professors, until she met Paulette who encourages her. You\
\ can see this in the film when Elle goes to the nail salon and breaks down to\
\ Paulette and Vivian gives her advice to steal back Warner and prove to him that\
\ he’s missing out. This scene is truly empowering that is shows girls should\
\ stick together and help each other out. This scene should prove to young girls\
\ watching the film that they should always stick up for one another."
sentences:
- 'Identifying Figurative Language: Figurative Language'
- 'Adjective Detail Grouping Skills: I can use adjectival groups or phrases to give
important detail about a noun'
- 'Theme Development Skills: I can develop the theme throughout the poem.'
- source_sentence: "The water of life\nBeep Beep Beep! The obnoxious noise of John's\
\ alarm clock woke him up, this morning\nwas particularly quiet, then John realised\
\ that it was the water of life worship day. The water\nof life was a liquid with\
\ the properties of water but gives anyone who srinks it immortality, it\nis in\
\ the middle of the town and every year the citizens go there and have ten minutes\
\ of\nsilence it is because hundreds of years ago the town was targeted by people\
\ as the majority\nof the citizens came there to escape from violence and such\
\ and one man drank the water\nand with immortality he survived the swarms of\
\ attackers and scared them off. If someone\nwas to miss the water of life worship\
\ day they would be disrespected by most of the towns\npeople.\nJohn rushed to\
\ the place when they when about to beginthe ceremony and got there just on\n\
time. He tripped over someones bag and fell into the well with the water of life.\
\ As the town\nwas in the desert John never got swimming lessons and was not a\
\ good swimmer,\nstruggling in the water, breathing frantically and trying with\
\ all his force to get out he\naccidently swallowed a mouthful of water when he\
\ began to slow down running out of\nstrength he felt like he was being pulled\
\ up and he was. By what? how? John was now\nstanding on the ground fully unharmed.\
\ Everyone was staring at him, soe random bloke\nfrom the crowd charged at his\
\ back with a pocket knife, John felt an impact on his back but\nit didn't hurt\
\ at all. John had the sudden realisation, everyone is now after him.\nhe ran\
\ as fast as he could but people were using cars to catch up to him. He saw something\n\
in the corner of his eye and it was a cave. Jhon had no Idea how to get there\
\ without being\nseen. He tried his luck by just stoppingand not getting seen.\
\ Jhon whas ran over by the car\nas if no one saw him, he felt weightless like\
\ he was a floating mind and he overheard a bloke\nsay \"Where the hell did he\
\ go?\"\n\"I have no idea,\" another voice said \"he is better off alone in the\
\ desert than in the town\nanyway\"\n\"I guess so\" said the first voice but with\
\ dissapointment\n\"How about we go back now?\"\n\"Sure\"\nJhon was finally able\
\ to breathe normally. He started a fire in the cave to get comfortable.\nJohn\
\ was trying to find food, in the distance the engines roared and John started\
\ to breathe\nquickly again he started breathing quick again and the engine noise\
\ was getting closer and\ncloser and he hear another voice yelling over the engines\
\ \"I see him!\"\n\"Get him. What are you doing? Waiting for the sun to explode?\"\
\ And soon enough John was\nrunning but so tired and lethargic he couldn't run\
\ far so he was shoved into the back of the\ncar.\n\"What happened?\" Said John\
\ sleepily\n\"Nothing, now answer us or you will be locked up.\"\n\"What?\" Replied\
\ John\n \"I said, answer us or you will be locked up!\" Yelled the man. Jhon\
\ was confused and\nmanaged to run away with ease but everyone was after him.\n\
He had escaped although he didn't feel free, he met some people who had also escaped\n\
form the town and they had made a camp that they planned to one day be a town.\
\ Suddenly\nJhon's phone rung and it was his friend \"where are you mate? We've\
\ been looking for you.\"\nSaid his friend\n\"I've\nescaped you will hold me hostage!\"\
\ Yelled John and hung up, he ran far away from the\ncamp to smash his phone so\
\ no one can track him. Jhon arrived back to his camp and got\nsome rest. Although\
\ he is not very happy there he is living a decent life. He is living a\nfreedome\
\ once again.\n"
sentences:
- 'Spelling Skills: Spelling meaning - 6'
- 'Thesis Establishment Skills: Did the student clearly establish their thesis? '
- 'Identifying Figurative Language: Figurative Language'
- source_sentence: What is the artefact? This is catter this affect is called a
cold Almond What are the features of the artefact? The features of this artefact
are it looks like a gold snake with inscribed writing on the inside Question
2 What aspect of Ancient Roman society does this artefact represent? This aspect
represents the 1st century AD What does the artefact tell us about Ancient Roman
Society? This artefact tells us about the 1st century AD The plantations keep
the stones gave them girls How does this artefact give us an understanding about
Ancient Roman society? it gives us an understanding about Ancient Roman society,
because the plantations keep slaves and gift the stones. and forced them to wear
it
sentences:
- 'Writing Convention Skills: Conventions of Writing'
- 'Sentence Construction Skills: I can construct basic sentences'
- 'Essay Organization Skills: anything'
pipeline_tag: sentence-similarity
library_name: sentence-transformers
---
# Skill Assignment SentenceTransformer based on Alibaba-NLP/gte-large-en-v1.5
This is a [sentence-transformers](https://www.SBERT.net) model finetuned from [Alibaba-NLP/gte-large-en-v1.5](https://huggingface.co/Alibaba-NLP/gte-large-en-v1.5). It maps sentences & paragraphs to a 1024-dimensional dense vector space and has been fine-tuned to match essay texts with relevant skills for pedadogical evaluation.
## Model Details
### Model Description
- **Model Type:** Sentence Transformer
- **Base model:** [Alibaba-NLP/gte-large-en-v1.5](https://huggingface.co/Alibaba-NLP/gte-large-en-v1.5)
- **Maximum Sequence Length:** 8192 tokens
- **Output Dimensionality:** 1024 dimensions
- **Similarity Function:** Cosine Similarity
- **Training Dataset:** 11779 triplets (anchor, positive, negative) consisting of (essay text, relevant skill, irrelevant skill)
- **Training Loss:** Triplet loss
- **Final evaluation:** 100% accuracy using the [Triplet Evaluator](https://sbert.net/docs/package_reference/sentence_transformer/evaluation.html#tripletevaluator) with 0 margin on 619 validation triplets.
## Usage
### Direct Usage (Sentence Transformers)
First install the Sentence Transformers library:
```bash
pip install -U sentence-transformers
```
Then you can load this model and run inference, to find matching skills for a given essay.
The essay should be in plain text, and the skills should ideally be of the form "Short skill name: detailed skill description"
```python
from sentence_transformers import SentenceTransformer
# Download from the 🤗 Hub
model = SentenceTransformer("dpanea/skill-assignment-transformer")
# Prepare data
essay_text = ['Fighter Jet\nGreetings my fellow friends. I am going to talk about my greatest passion fighter jets...']
skills = [
'Noun Consistency Skills: I can use nouns, pronouns, plurals and tenses accurately and consistently throughout.',
'Adventurous Vocabulary Skills: I can select from a range of known adventurous vocabulary. (tier 2 and tier 3 words).',
'Descriptive Language Skills: I can use appropriate, interesting and varied word choice (adjectives, adverbs and descriptive phrases).',
'Dialogue Tagging Skills: I can use dialogue tags successfully (eg correct positioning, new line for new speaker).',
'Spell Words: I can spell commonly used words accurately.',
...
]
# Get embeddings
essay_embedding = model.encode(essay_text)
skill_embeddings = model.encode(skills)
# Get the k most relevant skills for the given essay
from sentence_transformers.util import cos_sim
similarities = cos_sim(essay_embedding, skill_embeddings).flatten()
top_indices = np.argsort(similarities)[-k:][::-1]
top_skills = [all_skill_texts[i] for i in top_indices]
```
## Training Details
### Training Dataset
#### Unnamed Dataset
* Size: 11,779 training samples
* Columns: Essay text, Relevant skill, and Irrelevant skill
* Approximate statistics based on the first 1000 samples:
| | Essay text | Relevant skill | Irrelevant skill |
|:--------|:---------------------------------------------------------------------------------------|:----------------------------------------------------------------------------------|:----------------------------------------------------------------------------------|
| type | string | string | string |
| details | - min: 124 tokens
- mean: 615.96 tokens
- max: 1566 tokens
| - min: 7 tokens
- mean: 19.72 tokens
- max: 69 tokens
| - min: 6 tokens
- mean: 19.55 tokens
- max: 53 tokens
|
* Samples:
| Essay text | Relevant skill | Irrelevant skill |
|:------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|:--------------------------------------------------------------------------------------------------------|:-----------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 2024 POETRY FEATURE ARTICLE – SCAFFOLD - blank
Name:
Song Chosen: SET IT ALL FREE
Poem Chosen: STILL, I RISE
Common theme: These form together to give the message of overcoming challenges and rising above difficulties with confidence and strength.
]
THIS Scaffold could be submitted as your draft.
HEADLINE: It needs to be strong, catchy and stimulate the reader. Try for ‘ear appeal’ or ‘brain appeal’ if you can. Possibly use alliteration or a pun. Just use the title of your poem until you can think of a title for the article. FOCUS BLUB: A brief, gripping sentence or two that lets readers know more specifically what the article is about. It gives a sense of the style of your piece. / Voiceworks - Whispers Of Wisdom Discover the themes of resilience and empowerment in Scarlett Johanssons “set it all Free” and mya Angelou’s “still I rise” I will explore how these works help us to overcome adversity and embrace our true strength... | Emotionally Engaging Language: I can evoke an emotional response through emotive language. | Reference Formatting Skills: Formats the reference list/bibliography correctly. |
| Why is there no fuel for the next 500 kilometers? We need fuel and there is no way to turn back.This is such a bad time.We need fuel and i am gonna rage quit and drive us off the bridge if we can't get fuel any time soon pull over it's my turn, to drive you have been driving for the last hour and i want t go speeding, down this hill and get to the fuel station quicker, you drive way to slow and it is annoying me.Ok fine i'm pulling over.Finally ok i see that red car coming ,he wants to race and im racing him.ya i beat him but now we only have enough fuel for the next 200 km and the next fuel station is 250 km away i will drive until we run out of fuel then we will have to push and i'm paying for the fuel don't even think about paying for the fuel little brother.Ok time to push.No i am not pushing the car and you can not make me just because u are 1 year older than me does no mean can boss me around.Fine i will push lazy boy.What Why is the gas station shut down and the next one is 300k... | Essay Organization Skills: Essay Writing | Case Evaluation Skills: Does the student include discerning evaluation of ideas to support their case for positive change? |
| What is the artefact? the artefact is a gold armband. What are the features of the artefacts? the features on the arte fact it's a gold amband it looks like it beendigging to look like a snake rap around ur arm. you can see the snake scale's and and snake head on the amberd. Question 2 What aspect of Ancient Roman society does this artefact represent? the artefacts represent partion partion partian partian head tate were the richest people in human society it tells us that partions were the richest people in Aome Home society. patients were on of social What does the artefact tell us about Ancient Roman society? pyramid. they had all theexpertsn suf and they had Slaves How does this artefact give us an understanding about Ancient Roman society? the artefact gives us a understanding their were rich people and Cparthers) they had a late more money then all the others people in home society. 7 | Spelling Visuals: Spelling visual - 4 | Event Setting Visualization Skills: I can use technical vocabulary, contemporary language and images to create a sense of the event and the setting |
* Loss: [TripletLoss](https://sbert.net/docs/package_reference/sentence_transformer/losses.html#tripletloss) with these parameters:
```json
{
"distance_metric": "TripletDistanceMetric.EUCLIDEAN",
"triplet_margin": 5
}
```
### Training Hyperparameters
#### Non-Default Hyperparameters
- `eval_strategy`: steps
- `per_device_train_batch_size`: 4
- `per_device_eval_batch_size`: 4
- `multi_dataset_batch_sampler`: round_robin
#### All Hyperparameters
Click to expand
- `overwrite_output_dir`: False
- `do_predict`: False
- `eval_strategy`: steps
- `prediction_loss_only`: True
- `per_device_train_batch_size`: 4
- `per_device_eval_batch_size`: 4
- `per_gpu_train_batch_size`: None
- `per_gpu_eval_batch_size`: None
- `gradient_accumulation_steps`: 1
- `eval_accumulation_steps`: None
- `torch_empty_cache_steps`: None
- `learning_rate`: 5e-05
- `weight_decay`: 0.0
- `adam_beta1`: 0.9
- `adam_beta2`: 0.999
- `adam_epsilon`: 1e-08
- `max_grad_norm`: 1
- `num_train_epochs`: 3
- `max_steps`: -1
- `lr_scheduler_type`: linear
- `lr_scheduler_kwargs`: {}
- `warmup_ratio`: 0.0
- `warmup_steps`: 0
- `log_level`: passive
- `log_level_replica`: warning
- `log_on_each_node`: True
- `logging_nan_inf_filter`: True
- `save_safetensors`: True
- `save_on_each_node`: False
- `save_only_model`: False
- `restore_callback_states_from_checkpoint`: False
- `no_cuda`: False
- `use_cpu`: False
- `use_mps_device`: False
- `seed`: 42
- `data_seed`: None
- `jit_mode_eval`: False
- `use_ipex`: False
- `bf16`: False
- `fp16`: False
- `fp16_opt_level`: O1
- `half_precision_backend`: auto
- `bf16_full_eval`: False
- `fp16_full_eval`: False
- `tf32`: None
- `local_rank`: 0
- `ddp_backend`: None
- `tpu_num_cores`: None
- `tpu_metrics_debug`: False
- `debug`: []
- `dataloader_drop_last`: False
- `dataloader_num_workers`: 0
- `dataloader_prefetch_factor`: None
- `past_index`: -1
- `disable_tqdm`: False
- `remove_unused_columns`: True
- `label_names`: None
- `load_best_model_at_end`: False
- `ignore_data_skip`: False
- `fsdp`: []
- `fsdp_min_num_params`: 0
- `fsdp_config`: {'min_num_params': 0, 'xla': False, 'xla_fsdp_v2': False, 'xla_fsdp_grad_ckpt': False}
- `fsdp_transformer_layer_cls_to_wrap`: None
- `accelerator_config`: {'split_batches': False, 'dispatch_batches': None, 'even_batches': True, 'use_seedable_sampler': True, 'non_blocking': False, 'gradient_accumulation_kwargs': None}
- `deepspeed`: None
- `label_smoothing_factor`: 0.0
- `optim`: adamw_torch
- `optim_args`: None
- `adafactor`: False
- `group_by_length`: False
- `length_column_name`: length
- `ddp_find_unused_parameters`: None
- `ddp_bucket_cap_mb`: None
- `ddp_broadcast_buffers`: False
- `dataloader_pin_memory`: True
- `dataloader_persistent_workers`: False
- `skip_memory_metrics`: True
- `use_legacy_prediction_loop`: False
- `push_to_hub`: False
- `resume_from_checkpoint`: None
- `hub_model_id`: None
- `hub_strategy`: every_save
- `hub_private_repo`: None
- `hub_always_push`: False
- `hub_revision`: None
- `gradient_checkpointing`: False
- `gradient_checkpointing_kwargs`: None
- `include_inputs_for_metrics`: False
- `include_for_metrics`: []
- `eval_do_concat_batches`: True
- `fp16_backend`: auto
- `push_to_hub_model_id`: None
- `push_to_hub_organization`: None
- `mp_parameters`:
- `auto_find_batch_size`: False
- `full_determinism`: False
- `torchdynamo`: None
- `ray_scope`: last
- `ddp_timeout`: 1800
- `torch_compile`: False
- `torch_compile_backend`: None
- `torch_compile_mode`: None
- `include_tokens_per_second`: False
- `include_num_input_tokens_seen`: False
- `neftune_noise_alpha`: None
- `optim_target_modules`: None
- `batch_eval_metrics`: False
- `eval_on_start`: False
- `use_liger_kernel`: False
- `liger_kernel_config`: None
- `eval_use_gather_object`: False
- `average_tokens_across_devices`: False
- `prompts`: None
- `batch_sampler`: batch_sampler
- `multi_dataset_batch_sampler`: round_robin