Daily Papers

Recent progress has shown promise in distilling multi-step video diffusion models into efficient few-step students. Among them, Distribution Matching Distillation (DMD) and its successor DMD2 achieved strong generation quality and fast convergence. However, due to the nature of the reverse Kullback--Leibler (KL) objective, these methods exhibit two persistent failure modes: a substantial drop in sample diversity, and visibly over-saturated outputs that deviate from real-video appearance. In this work, we propose Data-Forcing Distillation (DFD), a simple post-training framework that restores diversity and fidelity in DMD with only a single-line of code change. At its core is the teacher score discrepancy to guide the student toward the real-data distribution, pulling it to missing modes (mitigating mode collapse) and away from problematic modes absent in real data (avoiding over-saturation). We provide an in-depth theoretical analysis of our framework and validate our approach on text-to-video, image-to-video, and autoregressive video generation. With only 100--300 steps of finetuning, DFD effectively restores diversity and fidelity on both Wan2.1-1.3B and Cosmos-Predict2.5-2B model, resolving the over-saturation artifacts with significantly better video dynamics and appearance, and even outperforms the teacher model.

Transferring knowledge from a cross-encoder teacher via Knowledge Distillation (KD) has become a standard paradigm for training retrieval models. While existing studies have largely focused on mining hard negatives to improve discrimination, the systematic composition of training data and the resulting teacher score distribution have received relatively less attention. In this work, we highlight that focusing solely on hard negatives prevents the student from learning the comprehensive preference structure of the teacher, potentially hampering generalization. To effectively emulate the teacher score distribution, we propose a Stratified Sampling strategy that uniformly covers the entire score spectrum. Experiments on in-domain and out-of-domain benchmarks confirm that Stratified Sampling, which preserves the variance and entropy of teacher scores, serves as a robust baseline, significantly outperforming top-K and random sampling in diverse settings. These findings suggest that the essence of distillation lies in preserving the diverse range of relative scores perceived by the teacher.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Reward models are central to text-to-image post-training, but visual preference is subjective and better represented as a distribution over rubric scores than as a deterministic scalar. Existing scalar, score-token, and pairwise reward models over-compress uncertainty and fine-grained score differences, while reasoning-based generative rewards provide stronger judgments but are costly to deploy and difficult to use as direct optimization signals. We propose Z-Reward, a teacher-student reward modeling framework that decouples reasoning-heavy judgment from efficient reward deployment. The teacher is a large VLM that uses reasoning to infer rubric-aligned score distributions, and is trained with Group-wise Direct Score Optimization (GDSO), which combines policy-gradient rewards from distribution expectations with direct pointwise and pairwise supervision on score distributions and score gaps. The student is trained with Reasoning-Internalized Score Distillation (RISD), which transfers the teacher's reasoning-conditioned score distribution into a compact VLM without requiring explicit reasoning chains at inference time. On our internally annotated evaluation set, the 27B GDSO teacher reaches 89.6% human preference accuracy, outperforming SFT, RewardDance, and GRPO, while the 9B RISD student reaches 88.6%, outperforming the OPD baseline and closely matching the larger teacher. We further show that Z-Reward can serve as a differentiable reward signal for text-to-image optimization, yielding a 41.3% net human-preference improvement over the SFT baseline.

We investigate how teacher-student capacity relationships modulate knowledge distillation (KD) effectiveness in ResNet-based image classification on CIFAR-10. Across three teacher-student pairs -- R50->R18, R34->R18, and R50->R34 -- we compare Logit-KD and Feature-KD under controlled, reproducible conditions (3 seeds, mean+/-std reported throughout). We report three main findings. First, student capacity is a key moderating factor in distillation gain: R34 students benefit substantially more from KD than R18 students even when teacher-student accuracy gaps are comparable, with the strongest gain of +0.30pp observed for R50->R34 Feature-KD versus +0.18pp for R34->R18 Feature-KD and +0.00pp for R34->R18 Logit-KD. Second, implementation correctness critically affects Feature-KD: a gradient clipping bug that excluded projection layers suppressed Feature-KD performance and produced misleading comparisons with Logit-KD. After correction, Feature-KD matches or outperforms Logit-KD in two of three pairs, reaching 95.55% on R50->R34 against a baseline of 95.25%. Third, input-resolution-aware architecture is a prerequisite for effective distillation: correcting the ResNet stem for 32x32 inputs raises teacher accuracy by over 5pp -- an order of magnitude larger than any KD gain. All code and results are available at github.com/umutonuryasar/kd-capacity-gap.

Knowledge Distillation (KD) trains a smaller student model using a large, pre-trained teacher model, with temperature as a key hyperparameter controlling the softness of output probabilities. Traditional methods use a fixed temperature throughout training, which is suboptimal. Moreover, architectural differences between teacher and student often result in mismatched logit magnitudes. We demonstrate that students benefit from softer probabilities early in training but require sharper probabilities in later stages. We introduce Dynamic Temperature Scheduler (DTS), which adjusts temperature dynamically based on the cross-entropy loss gap between teacher and student. To our knowledge, this is the first temperature scheduling method that adapts based on the divergence between teacher and student distributions. Our method integrates seamlessly with existing KD frameworks. We validate DTS across multiple KD strategies on vision (CIFAR-100, Tiny-ImageNet) and NLP tasks (GLUE, Dolly, SelfIns, UnNI, S-NI), consistently outperforming static-temperature baselines. Code is available at https://github.com/Sibgat-Ul/DTS.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

We present the Chinese Elementary School Math Word Problems (CMATH) dataset, comprising 1.7k elementary school-level math word problems with detailed annotations, source from actual Chinese workbooks and exams. This dataset aims to provide a benchmark tool for assessing the following question: to what grade level of elementary school math do the abilities of popular large language models (LLMs) correspond? We evaluate a variety of popular LLMs, including both commercial and open-source options, and discover that only GPT-4 achieves success (accuracy geq 60\%) across all six elementary school grades, while other models falter at different grade levels. Furthermore, we assess the robustness of several top-performing LLMs by augmenting the original problems in the CMATH dataset with distracting information. Our findings reveal that GPT-4 is able to maintains robustness, while other model fail. We anticipate that our study will expose limitations in LLMs' arithmetic and reasoning capabilities, and promote their ongoing development and advancement.

Reliable rubric grading requires more than accurate score prediction. Each judgement must be grounded in the mark scheme and evidence from the student answer. Existing credit-assignment and intervention methods, primarily designed for self-contained reasoning tasks such as mathematics reasoning, struggle in this setting because they do not identify where grading reasoning goes wrong or how the model's belief about the final mark changes during reasoning. We propose Evidence-Diagnosed Intervention Training (EDIT), a two-phase framework for training more rubric-faithful LLM graders. First, EDIT-SFT locates problematic reasoning steps using internal model signals: posterior belief over the final mark and input-grounding scores. It then revises only these local steps with help from a rubric checklist. Second, EDIT-RL calibrates the grader with belief-guided reward shaping, penalising large harmful belief drifts while still allowing helpful exploration. Experiments on two real-world, multi-subject grading benchmarks demonstrate that EDIT consistently outperforms strong supervised fine-tuning and reinforcement learning baselines on both in-domain and out-of-domain splits, with ablation studies confirming that internal-state diagnostics drive these gains.

Curriculum Learning is the presentation of samples to the machine learning model in a meaningful order instead of a random order. The main challenge of Curriculum Learning is determining how to rank these samples. The ranking of the samples is expressed by the scoring function. In this study, scoring functions were compared using data set features, using the model to be trained, and using another model and their ensemble versions. Experiments were performed for 4 images and 4 text datasets. No significant differences were found between scoring functions for text datasets, but significant improvements were obtained in scoring functions created using transfer learning compared to classical model training and other scoring functions for image datasets. It shows that different new scoring functions are waiting to be found for text classification tasks.

Binary classification involves predicting the label of an instance based on whether the model score for the positive class exceeds a threshold chosen based on the application requirements (e.g., maximizing recall for a precision bound). However, model scores are often not aligned with the true positivity rate. This is especially true when the training involves a differential sampling across classes or there is distributional drift between train and test settings. In this paper, we provide theoretical analysis and empirical evidence of the dependence of model score estimation bias on both uncertainty and score itself. Further, we formulate the decision boundary selection in terms of both model score and uncertainty, prove that it is NP-hard, and present algorithms based on dynamic programming and isotonic regression. Evaluation of the proposed algorithms on three real-world datasets yield 25%-40% gain in recall at high precision bounds over the traditional approach of using model score alone, highlighting the benefits of leveraging uncertainty.

As Large Language Models (LLMs) saturate elementary benchmarks, the research frontier has shifted from generation to the reliability of automated evaluation. We demonstrate that standard "LLM-as-a-Judge" protocols suffer from a systematic Alignment Gap when applied to upper-undergraduate to early graduate level mathematics. To quantify this, we introduce QEDBench, the first large-scale dual-rubric alignment benchmark to systematically measure alignment with human experts on university-level math proofs by contrasting course-specific rubrics against expert common knowledge criteria. By deploying a dual-evaluation matrix (7 judges x 5 solvers) against 1,000+ hours of human evaluation, we reveal that certain frontier evaluators like Claude Opus 4.5, DeepSeek-V3, Qwen 2.5 Max, and Llama 4 Maverick exhibit significant positive bias (up to +0.18, +0.20, +0.30, +0.36 mean score inflation, respectively). Furthermore, we uncover a critical reasoning gap in the discrete domain: while Gemini 3.0 Pro achieves state-of-the-art performance (0.91 average human evaluation score), other reasoning models like GPT-5 Pro and Claude Sonnet 4.5 see their performance significantly degrade in discrete domains. Specifically, their average human evaluation scores drop to 0.72 and 0.63 in Discrete Math, and to 0.74 and 0.50 in Graph Theory. In addition to these research results, we also release QEDBench as a public benchmark for evaluating and improving AI judges. Our benchmark is publicly published at https://github.com/qqliu/Yale-QEDBench.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

This study explores the feasibility of using large language models (LLMs), specifically GPT-4o (ChatGPT), for automated grading of conceptual questions in an undergraduate Mechanical Engineering course. We compared the grading performance of GPT-4o with that of human teaching assistants (TAs) on ten quiz problems from the MEEN 361 course at Texas A&M University, each answered by approximately 225 students. Both the LLM and TAs followed the same instructor-provided rubric to ensure grading consistency. We evaluated performance using Spearman's rank correlation coefficient and Root Mean Square Error (RMSE) to assess the alignment between rankings and the accuracy of scores assigned by GPT-4o and TAs under zero- and few-shot grading settings. In the zero-shot setting, GPT-4o demonstrated a strong correlation with TA grading, with Spearman's rank correlation coefficient exceeding 0.6 in seven out of ten datasets and reaching a high of 0.9387. Our analysis reveals that GPT-4o performs well when grading criteria are straightforward but struggles with nuanced answers, particularly those involving synonyms not present in the rubric. The model also tends to grade more stringently in ambiguous cases compared to human TAs. Overall, ChatGPT shows promise as a tool for grading conceptual questions, offering scalability and consistency.

Many existing conditional score-based data generation methods utilize Bayes' theorem to decompose the gradients of a log posterior density into a mixture of scores. These methods facilitate the training procedure of conditional score models, as a mixture of scores can be separately estimated using a score model and a classifier. However, our analysis indicates that the training objectives for the classifier in these methods may lead to a serious score mismatch issue, which corresponds to the situation that the estimated scores deviate from the true ones. Such an issue causes the samples to be misled by the deviated scores during the diffusion process, resulting in a degraded sampling quality. To resolve it, we formulate a novel training objective, called Denoising Likelihood Score Matching (DLSM) loss, for the classifier to match the gradients of the true log likelihood density. Our experimental evidence shows that the proposed method outperforms the previous methods on both Cifar-10 and Cifar-100 benchmarks noticeably in terms of several key evaluation metrics. We thus conclude that, by adopting DLSM, the conditional scores can be accurately modeled, and the effect of the score mismatch issue is alleviated.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

This paper shows that two commonly used evaluation metrics for generative models, the Fr\'echet Inception Distance (FID) and the Inception Score (IS), are biased -- the expected value of the score computed for a finite sample set is not the true value of the score. Worse, the paper shows that the bias term depends on the particular model being evaluated, so model A may get a better score than model B simply because model A's bias term is smaller. This effect cannot be fixed by evaluating at a fixed number of samples. This means all comparisons using FID or IS as currently computed are unreliable. We then show how to extrapolate the score to obtain an effectively bias-free estimate of scores computed with an infinite number of samples, which we term textrm{FID}_infty and textrm{IS}_infty. In turn, this effectively bias-free estimate requires good estimates of scores with a finite number of samples. We show that using Quasi-Monte Carlo integration notably improves estimates of FID and IS for finite sample sets. Our extrapolated scores are simple, drop-in replacements for the finite sample scores. Additionally, we show that using low discrepancy sequence in GAN training offers small improvements in the resulting generator.

Class imbalance in binary classification tasks remains a significant challenge in machine learning, often resulting in poor performance on minority classes. This study comprehensively evaluates three widely-used strategies for handling class imbalance: Synthetic Minority Over-sampling Technique (SMOTE), Class Weights tuning, and Decision Threshold Calibration. We compare these methods against a baseline scenario of no-intervention across 15 diverse machine learning models and 30 datasets from various domains, conducting a total of 9,000 experiments. Performance was primarily assessed using the F1-score, although our study also tracked results on additional 9 metrics including F2-score, precision, recall, Brier-score, PR-AUC, and AUC. Our results indicate that all three strategies generally outperform the baseline, with Decision Threshold Calibration emerging as the most consistently effective technique. However, we observed substantial variability in the best-performing method across datasets, highlighting the importance of testing multiple approaches for specific problems. This study provides valuable insights for practitioners dealing with imbalanced datasets and emphasizes the need for dataset-specific analysis in evaluating class imbalance handling techniques.

On-policy distillation (OPD) provides dense teacher supervision on student-generated trajectories, but standard reverse-KL training can assign insufficient probability to other plausible continuations. Teacher entropy alone does not reveal whether uncertainty is concentrated among a few plausible next tokens or dispersed over a long probability tail, nor whether the student already represents those candidates well. Moreover, local teacher probabilities may not predict downstream success. We introduce Sparse Probing and Outcome-calibrated Targets OPD (SPOT), which addresses two coupled decisions, where to probe and what to distill, through an acquisition--exploration--exploitation procedure. During acquisition, a position-level score combines normalized teacher entropy, the probability mass captured by a small top-k candidate set, and student--teacher mismatch to allocate a limited probing budget. During exploration, SPOT evaluates teacher-proposed candidates through verifier-scored student continuations. During exploitation, these outcomes produce a closed-form, KL-regularized target that favors candidates with better downstream outcomes while remaining anchored to the teacher distribution. Extensive experiments across multiple student models and reasoning benchmarks demonstrate the effectiveness of SPOT in improving reasoning performance while balancing solution quality and coverage.

We introduce Humans-Junior, a 3.8B model that matches GPT-4o on the FACTS Grounding public subset within a pm 5 pp equivalence margin. Results. On Q1--Q500 under identical judges, GPT-4o scores 73.5% (95% CI 69.5--77.2) and Humans-Junior 72.7% (95% CI 68.7--76.5); the paired difference is 0.8 pp (bootstrap 95% CI -3.1 to +4.7; permutation p = 0.72; Cohen's d = 0.023). TOST establishes equivalence at pm 5 pp (not at pm 3 pp). When purchased as managed APIs, Humans-Junior's base model (Phi-3.5-mini-instruct) is approx 19times less expensive than GPT-4o on Microsoft AI Foundry pricing; self-hosted or edge deployments can drive incremental inference cost toward zero. Measured vs estimated pricing sources are tabulated in Appendix E. Method. Our approach combines minimal directed "Exoskeleton Reasoning" scaffolds with behavioral fine-tuning that teaches protocol compliance (epistemic discipline) rather than domain answers. Fine-tuning alone adds little; combined, they synergize (+17.7 pp, p < 0.001) and reduce variance (approx 25%). In prompt-only settings on frontier models (Q1--Q100; non-comparable), directed reasoning improved GPT-4o by +11.8 pp to 85.3% and Gemini-2.5-Pro by +5.0 pp to 93.3% (baseline 88.3%, n = 100); see Section~5. TL;DR. A 3.8B model achieves GPT-4o-level FACTS accuracy (equivalent within pm 5 pp on Q1--Q500). Cloud pricing shows approx 19times lower cost versus GPT-4o, and self-hosted/edge deployments can approach zero marginal cost. Pricing sources are listed in Appendix E. Frontier prompt-only gains (Q1--Q100; non-comparable) and optimized-prompt exploratory results under earlier judges are summarized in Appendix F. Keywords: Small Language Models, Factual Grounding, Directed Reasoning, Fine-Tuning, Model Alignment, Cost-Efficient AI

This study examines the relationship between income inequality, gender, and school completion rates in Malaysia using machine learning techniques. The dataset utilized is from the Malaysia's Public Sector Open Data Portal, covering the period 2016-2022. The analysis employs various machine learning techniques, including K-means clustering, ARIMA modeling, Random Forest regression, and Prophet for time series forecasting. These models are used to identify patterns, trends, and anomalies in the data, and to predict future school completion rates. Key findings reveal significant disparities in school completion rates across states, genders, and income levels. The analysis also identifies clusters of states with similar completion rates, suggesting potential regional factors influencing educational outcomes. Furthermore, time series forecasting models accurately predict future completion rates, highlighting the importance of ongoing monitoring and intervention strategies. The study concludes with recommendations for policymakers and educators to address the observed disparities and improve school completion rates in Malaysia. These recommendations include targeted interventions for specific states and demographic groups, investment in early childhood education, and addressing the impact of income inequality on educational opportunities. The findings of this study contribute to the understanding of the factors influencing school completion in Malaysia and provide valuable insights for policymakers and educators to develop effective strategies to improve educational outcomes.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

Knowledge distillation (KD) is a key technique for compressing large language models into smaller ones while preserving performance. Despite the recent traction of KD research, its effectiveness for smaller language models (LMs) and the mechanisms driving knowledge transfer remain underexplored. In this work, we present the first large-scale empirical and statistical analysis of KD across models ranging from 0.5B to 7B parameters on 14 complex reasoning tasks in a zero-shot setting. Our findings reveal that KD can improve the average performance of smaller models by up to 10%, with a peak task specific gain of 22%, while providing only marginal benefits (sim 1.3%) for larger models. Surprisingly, teacher performance has a minimal impact on student outcomes, while teacher task expertise impacts KD effectiveness. A correlation study indicates that smaller LMs benefit more from KD, whereas larger LMs show diminished gains. Additionally, we uncover a misalignment between improvements in student performance and reasoning fidelity, suggesting that while KD enhances accuracy, it does not always maintain the structured decision-making processes of the teacher. Our ablation study further highlights the importance of teacher signals and logit smoothing in influencing students' performance after distillation. Overall, our study offers a comprehensive empirical and statistical assessment of KD, highlighting both its benefits and trade-offs when distilling knowledge from larger to smaller LMs.

Knowledge distillation involves transferring soft labels from a teacher to a student using a shared temperature-based softmax function. However, the assumption of a shared temperature between teacher and student implies a mandatory exact match between their logits in terms of logit range and variance. This side-effect limits the performance of student, considering the capacity discrepancy between them and the finding that the innate logit relations of teacher are sufficient for student to learn. To address this issue, we propose setting the temperature as the weighted standard deviation of logit and performing a plug-and-play Z-score pre-process of logit standardization before applying softmax and Kullback-Leibler divergence. Our pre-process enables student to focus on essential logit relations from teacher rather than requiring a magnitude match, and can improve the performance of existing logit-based distillation methods. We also show a typical case where the conventional setting of sharing temperature between teacher and student cannot reliably yield the authentic distillation evaluation; nonetheless, this challenge is successfully alleviated by our Z-score. We extensively evaluate our method for various student and teacher models on CIFAR-100 and ImageNet, showing its significant superiority. The vanilla knowledge distillation powered by our pre-process can achieve favorable performance against state-of-the-art methods, and other distillation variants can obtain considerable gain with the assistance of our pre-process.

How can "weak teacher models" such as average human annotators or existing AI systems, effectively supervise LLMs to improve performance on hard reasoning tasks, especially those that challenge and requires expertise or daily practice from the teacher models? In this paper, we seek for empirical answers to this question by investigating various data-driven strategies that offer supervision data at different quality levels upon tasks of varying complexity. Two intuitive strategies emerge for teacher models to provide supervision during alignment training: 1) using lower-quality supervision from complete tasks that match the difficulty of the target reasoning tasks, and 2) leveraging higher-quality supervision from easier subtasks that are less challenging. Interestingly, we find that even when the outcome error rate for hard task supervision is high (e.g., 90\%), training on such data can outperform perfectly correct supervision on easier subtasks on multiple hard math benchmarks. We further identify a more critical factor influencing training performance: step-wise error rates, which indicate the severity of errors in solutions. Specifically, training on hard task supervision with the same outcome error rates but disparate step-wise error rates can lead to a 30\% accuracy gap on MATH benchmark. Our results also reveal that supplementing hard task supervision with the corresponding subtask supervision can yield notable performance improvements than simply combining rephrased hard full task supervision, suggesting new avenues for data augmentation. Data and code are released at https://github.com/hexuan21/Weak-to-Strong.

The rapid release of both language models and benchmarks makes it increasingly costly to evaluate every model on every dataset. In practice, models are often evaluated on different samples, making scores difficult to compare across studies. To address this, we propose a framework based on multidimensional Item Response Theory (IRT) that uses anchor items to calibrate new benchmarks to the evaluation suite while holding previously calibrated item parameters fixed. Our approach supports a realistic evaluation setting in which datasets are introduced over time and models are evaluated only on the datasets available at the time of evaluation, while a fixed anchor set for each dataset is used so that results from different evaluation periods can be compared directly. In large-scale experiments on more than 400 models, our framework predicts full-evaluation performance within 2-3 percentage points using only 100 anchor questions per dataset, with Spearman ρgeq 0.9 for ranking preservation, showing that it is possible to extend benchmark suites over time while preserving score comparability, at a constant evaluation cost per new dataset. Code available at https://github.com/eliyahabba/growing-pains

Recent advances in one-step generative models typically follow a two-stage process: first training a teacher diffusion model and then distilling it into a one-step student model. This distillation process traditionally relies on both the teacher model's score function to compute the distillation loss and its weights for student initialization. In this paper, we explore whether one-step generative models can be trained directly without this distillation process. First, we show that the teacher's score function is not essential and propose a family of distillation methods that achieve competitive results without relying on score estimation. Next, we demonstrate that initialization from teacher weights is indispensable in successful training. Surprisingly, we find that this benefit is not due to improved ``input-output" mapping but rather the learned feature representations, which dominate distillation quality. Our findings provide a better understanding of the role of initialization in one-step model training and its impact on distillation quality.

Instruction embedding models have become common among state-of-the-art models, however are evaluated using a single prompt per task. The single-point evaluation ignores a main problem of the instruction-based approach namely: sensitivity to the phrasing of the instruction. We present an empirical study of prompt sensitivity across 6 embedding models, 11 datasets, and 15 task-specific prompts per dataset, a total of 990. We show that reported scores misrepresent the distribution of scores over plausible prompts. The default prompt can both systematically understate or overstate performance. Furthermore, we show that the leaderboard ranking is not robust to prompt selection: by choosing prompts favorably, any model in our study can be promoted to first place. Our findings suggest that single-prompt evaluation is insufficient for instruction-tuned embedding models and that benchmarks should incorporate prompt robustness, either by evaluating over multiple prompts or by reporting sensitivity alongside point estimates.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

We investigate how well large language models (LLMs) generalize across different task difficulties, a key question for effective data curation and evaluation. Existing research is mixed regarding whether training on easier or harder data leads to better results, and whether those gains come on easier or harder test data. We address this question by conducting a systematic evaluation of LLMs' generalization across models, datasets, and fine-grained groups of example difficulty. We rank examples in six datasets using the outputs of thousands of different LLMs and Item Response Theory (IRT), a well-established difficulty metric in educational testing. Unlike prior work, our difficulty ratings are therefore determined solely by the abilities of many different LLMs, excluding human opinions of difficulty. With a more objective, larger-scale, and finer-grained analysis, we show that cross-difficulty generalization is often limited; training on either easy or hard data cannot achieve consistent improvements across the full range of difficulties. These results show the importance of having a range of difficulties in both training and evaluation data for LLMs, and that taking shortcuts with respect to difficulty is risky.

The evaluation of large language models (LLMs) via benchmarks is widespread, yet inconsistencies between different leaderboards and poor separability among top models raise concerns about their ability to accurately reflect authentic model capabilities. This paper provides a critical analysis of benchmark effectiveness, examining main-stream prominent LLM benchmarks using results from diverse models. We first propose a new framework for accurate and reliable estimations of item characteristics and model abilities. Specifically, we propose Pseudo-Siamese Network for Item Response Theory (PSN-IRT), an enhanced Item Response Theory framework that incorporates a rich set of item parameters within an IRT-grounded architecture. Based on PSN-IRT, we conduct extensive analysis which reveals significant and varied shortcomings in the measurement quality of current benchmarks. Furthermore, we demonstrate that leveraging PSN-IRT is able to construct smaller benchmarks while maintaining stronger alignment with human preference.

Thousands of diverse benchmarks have been developed to measure the quality of large language models (LLMs). Yet prior work has demonstrated that LLM performance is often sufficiently explained by a small set of latent factors, or abilities. This suggests the potential for more efficient and principled benchmarking, but it remains difficult to compare the quality of different methods. Motivated by predictive validity, we argue that the quality of a benchmarking framework should be grounded in how efficiently it enables the prediction of model performance on unseen tasks. To analyze this objective, we collect the "Wide-scale Item Level Dataset" (WILD), a dataset of item-model response pairs, comprising evaluations of 65 models on 109,564 unique items spanning 163 tasks drawn from 27 datasets. This dataset enables the first analysis of how different techniques can predict a model's performance on a large, diverse collection of unseen tasks under different budget constraints. We demonstrate that combining a modified multidimensional item response theory (IRT) model with adaptive item selection driven by optimal experimental design can predict performance on 112 held-out benchmark tasks with a mean absolute error (MAE) of less than 7%, and can do so after observing only 16 items. We further demonstrate that incorporating cost-aware discount factors into our selection criteria can reduce the total tokens needed to reach 7% MAE from 141,000 tokens to only 22,000, an 85% reduction in evaluation cost.

A large share of day-to-day work in professional domains happens inside PDF files: benefits packets, leases, datasheets, clinical guidelines, construction plans. Benchmarks for document AI have generally measured the required capabilities in isolation: OCR, layout analysis, chart reasoning, table QA, document VQA. A high score on any one of them does not necessarily reveal whether a model can answer a realistic question that someone in the field would actually ask about a specific PDF. GDP_pdf is a benchmark built to measure this directly. It consists of question-document pairs authored by working professionals in ten fields, and a candidate question was kept only when at least two frontier multimodal models failed it in a way that mattered: a wrong answer, missed decisive evidence, or a fabricated claim, rather than a superficial difference such as style. Each item comes with a rubric of atomic criteria, so we can report a graded rubric score as well as a strict task-level pass rate, and each item is tagged against a taxonomy of eleven capabilities in three tiers, spanning text extraction and grounding, table and chart comprehension, cross-referencing, spatial reasoning, and abstention on unsupported queries. We report results for seventeen frontier models on the 100-item benchmark: the best model passes only 30.7% of the items and the worst passes 2%. Most errors trace back to a small set of recurring loss patterns: misaligned tables, misread charts, skipped footnotes and exclusions, miscounted floor-plan symbols, scan noise, and amendments that supersede earlier text.

Common evaluation paradigms for language models focus on scoring single responses through accuracy metrics or proper scoring rules, failing to capture the full richness of a model's belief state. Recent work illustrates that language models hallucinate in-part because they are optimised to be good test-takers under binary scoring schemes that reward any answer over abstention. While this insight naturally leads to penalty-based approaches, they ignore crucial distinctions in how models distribute uncertainty, for example between hedging toward incorrect answers versus hedging toward "I don't know" responses. A novel evaluation metric, the Distributional Correctness Score (DCS), is introduced to solve this problem, i.e., of not considering a model's entire probability distribution over answer choices. DCS naturally distinguishes between harmful overconfidence in wrong answers and uncertainty expressed through abstention, providing scores in an interpretable default range. Through theoretical analysis and illustrative examples, DCS is demonstrated to offer a more nuanced and aligned evaluation paradigm that incentivises models to express genuine uncertainty rather than guessing. Adapting 12 existing evaluation benchmarks to DCS's variants and measuring performance on six language models reveals that for half of the tested benchmarks scores are negative across all tested models, indicating significant tendencies towards hallucination.

Knowledge tracing (KT) is the problem of predicting students' future performance based on their historical interactions with intelligent tutoring systems. Recently, many works present lots of special methods for applying deep neural networks to KT from different perspectives like model architecture, adversarial augmentation and etc., which make the overall algorithm and system become more and more complex. Furthermore, due to the lack of standardized evaluation protocol liu2022pykt, there is no widely agreed KT baselines and published experimental comparisons become inconsistent and self-contradictory, i.e., the reported AUC scores of DKT on ASSISTments2009 range from 0.721 to 0.821 minn2018deep,yeung2018addressing. Therefore, in this paper, we provide a strong but simple baseline method to deal with the KT task named simpleKT. Inspired by the Rasch model in psychometrics, we explicitly model question-specific variations to capture the individual differences among questions covering the same set of knowledge components that are a generalization of terms of concepts or skills needed for learners to accomplish steps in a task or a problem. Furthermore, instead of using sophisticated representations to capture student forgetting behaviors, we use the ordinary dot-product attention function to extract the time-aware information embedded in the student learning interactions. Extensive experiments show that such a simple baseline is able to always rank top 3 in terms of AUC scores and achieve 57 wins, 3 ties and 16 loss against 12 DLKT baseline methods on 7 public datasets of different domains. We believe this work serves as a strong baseline for future KT research. Code is available at https://github.com/pykt-team/pykt-toolkitWe merged our model to the \textsc{pyKT benchmark at https://pykt.org/.}.

Accurate estimation of item (question or task) difficulty is critical for educational assessment but suffers from the cold start problem. While Large Language Models demonstrate superhuman problem-solving capabilities, it remains an open question whether they can perceive the cognitive struggles of human learners. In this work, we present a large-scale empirical analysis of Human-AI Difficulty Alignment for over 20 models across diverse domains such as medical knowledge and mathematical reasoning. Our findings reveal a systematic misalignment where scaling up model size is not reliably helpful; instead of aligning with humans, models converge toward a shared machine consensus. We observe that high performance often impedes accurate difficulty estimation, as models struggle to simulate the capability limitations of students even when being explicitly prompted to adopt specific proficiency levels. Furthermore, we identify a critical lack of introspection, as models fail to predict their own limitations. These results suggest that general problem-solving capability does not imply an understanding of human cognitive struggles, highlighting the challenge of using current models for automated difficulty prediction.

Majority voting over multiple LLM attempts improves mathematical reasoning, but correlated errors limit the effective sample size. A natural fix is to assign different reasoning strategies to different voters. The approach, Diverse Prompt Mixer, is tested on the AIMO 3 competition: 3 models, 23+ experiments, 50 IMO-level problems, one H100 80 GB, 5-hour limit. Every prompt-level intervention fails. High-temperature sampling already decorrelates errors; weaker strategies reduce accuracy more than they reduce correlation. Across an 8-point capability gap at equal N=8 and every optimization tested, model capability dominates. The gap between the best majority-vote score (42/50) and pass@20 (~45.5) is selection loss, not prompt loss. A verifier-based selector could close it. Prompt engineering cannot.

On-policy self-distillation (OPSD) trains a student on its own rollouts using a privileged teacher, but its standard objective weights all generated tokens equally, implicitly treating the privileged teacher target as equally reliable at every student-visited prefix. Existing entropy-based OPD methods relax this uniformity by modulating token-level supervision with teacher entropy, but high teacher entropy in reasoning has an ambiguous reliability meaning: it can reflect either non-viable uncertainty or benign solution diversity. To identify this phenomenon, we introduce a branch-viability diagnostic. Specifically, we record next-token alternatives from the privileged-answer teacher prompt, force each alternative after the student prompt plus its on-policy spine prefix, and test whether the resulting student-template continuation recovers the correct answer. On Qwen3-4B, we find that an oriented within-sequence position score is the strongest tested predictor of teacher-token reliability, reaching an area-under-ROC-curve (AUROC) of 0.83; local uncertainty scores are at most 0.57. Motivated by this trajectory-level structure, we propose Position-Weighted On-Policy Self-Distillation (PW-OPSD), which applies an increasing position weight while keeping the same student rollout, privileged teacher pass, and clipped forward-KL target as OPSD. In our comprehensive evaluations with different random seeds, the diagnostic-derived PW-OPSD improves AIME 2024 and AIME 2025 Avg@12 by +1.0 and +1.1 points, and a generalization evaluation on two larger-scale models from different families, DeepSeek-R1-Distill-Llama-8B and Olmo-3-7B-Think, also demonstrates consistent aggregate Avg@12 improvements. These results show that teacher-token reliability in reasoning distillation is trajectory-structured and can be utilized without additional teacher computation.

As LLM benchmarks saturate, the evaluation community has pursued two strategies to increase difficulty: escalating knowledge demands (GPQA, HLE) or removing knowledge entirely in favor of abstract reasoning (ARC-AGI). The first conflates memorization with capability; the second divorces reasoning from the practical contexts in which it matters. We take a different approach. The Grounded Integration Measure (GIM) is a benchmark of 820 original problems (615 public, 205 private) where difficulty comes from integration; individual problems require coordinating multiple cognitive operations (constraint satisfaction, state tracking, epistemic vigilance, audience calibration) over broadly accessible knowledge, so that reasoning stays grounded in realistic tasks without being gated on specialized expertise. Each problem is an original expert-authored composition, majority with rubric-decomposed scoring (median 6 independently judged criteria). A balanced public--private split provides built-in contamination diagnostic. We calibrate a continuous response 2-parameter logistic (2PL) IRT model over >200k prompt-response pairs across 28 models, producing robust ability estimates that correctly order test-configurations even when raw accuracy is distorted by errors or missing data, addressing a common challenge in benchmark reporting. Using this framework, we present a comprehensive leaderboard spanning 22 models and 47 test-configurations (unique model, thinking-level pairs), and conduct what is to our knowledge the most extensive published study of how test-time compute trades off against model capability on a fixed benchmark: 11 models swept across 35 test-configurations. We observe that within-family configuration choices, such as thinking budget and quantization, matter as much as model selection. We release the evaluation framework, calibrated IRT parameters, and all public problems.

As Large Language Models (LLMs) are increasingly proposed for high-stakes medical applications, there has emerged a critical need for reliable and accurate evaluation methodologies. Traditional accuracy metrics fail inadequately as they neither capture question characteristics nor offer topic-specific insights. To address this gap, we introduce MedIRT, a rigorous evaluation framework grounded in Item Response Theory (IRT), the gold standard in high-stakes educational testing. Unlike previous research relying on archival data, we prospectively gathered fresh responses from 80 diverse LLMs on a balanced, 1,100-question USMLE-aligned benchmark. Using one unidimensional two-parameter logistic IRT model per topic, we estimate LLM's latent model ability jointly with question difficulty and discrimination, yielding more stable and nuanced performance rankings than accuracy alone. Notably, we identify distinctive ``spiky'' ability profiles, where overall rankings can be misleading due to highly specialized model abilities. While GPT-5 was the top performer in a majority of domains (8 of 11), it was outperformed in Social Science and Communication by Claude-3-opus, demonstrating that even an overall 23rd-ranked model can hold the top spot for specific competencies. Furthermore, we demonstrate IRT's utility in auditing benchmarks by identifying flawed questions. We synthesize these findings into a practical decision-support framework that integrates our multi-factor competency profiles with operational metrics. This work establishes a robust, psychometrically grounded methodology essential for the safe, effective, and trustworthy deployment of LLMs in healthcare.

This study investigates the efficacy of large language models (LLMs) as tools for grading master-level student essays. Utilizing a sample of 60 essays in political science, the study compares the accuracy of grades suggested by the GPT-4 model with those awarded by university teachers. Results indicate that while GPT-4 aligns with human grading standards on mean scores, it exhibits a risk-averse grading pattern and its interrater reliability with human raters is low. Furthermore, modifications in the grading instructions (prompt engineering) do not significantly alter AI performance, suggesting that GPT-4 primarily assesses generic essay characteristics such as language quality rather than adapting to nuanced grading criteria. These findings contribute to the understanding of AI's potential and limitations in higher education, highlighting the need for further development to enhance its adaptability and sensitivity to specific educational assessment requirements.

Large language models (LLMs) have achieved impressive success on many benchmarks for mathematical reasoning. However, there is growing concern that some of this performance actually reflects dataset contamination, where data closely resembling benchmark questions leaks into the training data, instead of true reasoning ability. To investigate this claim rigorously, we commission Grade School Math 1000 (GSM1k). GSM1k is designed to mirror the style and complexity of the established GSM8k benchmark, the gold standard for measuring elementary mathematical reasoning. We ensure that the two benchmarks are comparable across important metrics such as human solve rates, number of steps in solution, answer magnitude, and more. When evaluating leading open- and closed-source LLMs on GSM1k, we observe accuracy drops of up to 13%, with several families of models (e.g., Phi and Mistral) showing evidence of systematic overfitting across almost all model sizes. At the same time, many models, especially those on the frontier, (e.g., Gemini/GPT/Claude) show minimal signs of overfitting. Further analysis suggests a positive relationship (Spearman's r^2=0.32) between a model's probability of generating an example from GSM8k and its performance gap between GSM8k and GSM1k, suggesting that many models may have partially memorized GSM8k.

Long chain-of-thought (CoT) trajectories provide rich supervision signals for distilling reasoning from teacher to student LLMs. However, both prior work and our experiments show that trajectories from stronger teachers do not necessarily yield better students, highlighting the importance of data-student suitability in distillation. Existing methods assess suitability primarily through student likelihood, favoring trajectories that closely align with the model's current behavior but overlooking more informative ones. Addressing this, we propose Rank-Surprisal Ratio (RSR), a simple metric that captures both alignment and informativeness to assess the suitability of a reasoning trajectory. RSR is motivated by the observation that effective trajectories typically combine low absolute probability with relatively high-ranked tokens under the student model, balancing learning signal strength and behavioral alignment. Concretely, RSR is defined as the ratio of a trajectory's average token-wise rank to its average negative log-likelihood, and is straightforward to compute and interpret. Across five student models and reasoning trajectories from 11 diverse teachers, RSR strongly correlates with post-training performance (average Spearman 0.86), outperforming existing metrics. We further demonstrate its practical utility in both trajectory selection and teacher selection.

Estimating the performance difficulty of a musical score is crucial in music education for adequately designing the learning curriculum of the students. Although the Music Information Retrieval community has recently shown interest in this task, existing approaches mainly use machine-readable scores, leaving the broader case of sheet music images unaddressed. Based on previous works involving sheet music images, we use a mid-level representation, bootleg score, describing notehead positions relative to staff lines coupled with a transformer model. This architecture is adapted to our task by introducing an encoding scheme that reduces the encoded sequence length to one-eighth of the original size. In terms of evaluation, we consider five datasets -- more than 7500 scores with up to 9 difficulty levels -- , two of them particularly compiled for this work. The results obtained when pretraining the scheme on the IMSLP corpus and fine-tuning it on the considered datasets prove the proposal's validity, achieving the best-performing model with a balanced accuracy of 40.34\% and a mean square error of 1.33. Finally, we provide access to our code, data, and models for transparency and reproducibility.

Teaching videos are becoming a major medium for education, creating a growing need for scalable evaluation of their pedagogical quality. Existing automatic judges do not fully address this setting because teaching quality depends on multimodal evidence and should be evaluated with respect to the intended learner rather than as a universal property. We present EduPanel, a rubric-grounded, learner-conditioned LLM judge that decomposes evaluation across specialized agents to produce interpretable assessments for different aspects of teaching quality. Across expert studies, architecture ablations, and learner-persona analyses, EduPanel achieves reliability comparable to a median human expert. In expert evaluation, its feedback improves scoring accuracy (MAE 0.87 to 0.73), while experts remain able to detect unreliable outputs (AUC = 0.77) instead of accepting them blindly. These results suggest that EduPanel can serve as effective assistants for educational evaluation rather than replacements for human experts.

Active learning is a paradigm that significantly enhances the performance of machine learning models when acquiring labeled data is expensive. While several benchmarks exist for evaluating active learning strategies, their findings exhibit some misalignment. This discrepancy motivates us to develop a transparent and reproducible benchmark for the community. Our efforts result in an open-sourced implementation (https://github.com/ariapoy/active-learning-benchmark) that is reliable and extensible for future research. By conducting thorough re-benchmarking experiments, we have not only rectified misconfigurations in existing benchmark but also shed light on the under-explored issue of model compatibility, which directly causes the observed discrepancy. Resolving the discrepancy reassures that the uncertainty sampling strategy of active learning remains an effective and preferred choice for most datasets. Our experience highlights the importance of dedicating research efforts towards re-benchmarking existing benchmarks to produce more credible results and gain deeper insights.

In this paper, we introduce DRCD (Delta Reading Comprehension Dataset), an open domain traditional Chinese machine reading comprehension (MRC) dataset. This dataset aimed to be a standard Chinese machine reading comprehension dataset, which can be a source dataset in transfer learning. The dataset contains 10,014 paragraphs from 2,108 Wikipedia articles and 30,000+ questions generated by annotators. We build a baseline model that achieves an F1 score of 89.59%. F1 score of Human performance is 93.30%.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Can Large Language Models understand how students learn? As LLMs are deployed for adaptive testing and personalized tutoring, this question becomes urgent -- yet we cannot answer it with existing resources. Current educational datasets provide only question identifiers and binary correctness labels, rendering them opaque to LLMs that reason in natural language. We address this gap with FoundationalASSIST, the first English educational dataset providing the complete information needed for research on LLMs in education: full question text, actual student responses (not just right/wrong), records of which wrong answers students chose, and alignment to Common Core K-12 standards. These 1.7 million interactions from 5,000 students enable research directions that were previously impossible to pursue, from fine-tuning student models to analyzing misconception patterns. To demonstrate the dataset's utility, we evaluate four frontier models (GPT-OSS-120B, Llama-3.3-70B, Qwen3-Next-80B variants) on two complementary task families: Knowledge Tracing, testing whether LLMs can predict student performance on questions, and the exact answer a student will give; and Pedagogical Grounding, testing whether LLMs understand the properties that make assessment items effective. Our evaluation reveals significant gaps in current LLM capabilities. Every model barely achieves a trivial baseline on knowledge tracing. All models fall below random chance on item discrimination, indicating that LLMs do not understand what makes one problem more diagnostic than another. Models do show competence at judging relative difficulty (up to 68.6%), but this partial success only highlights the gaps elsewhere. These results establish that substantial advances are needed before LLMs can reliably support personalized learning at scale. We release FoundationalASSIST to support progress on these foundational challenges.

Benchmarks are pivotal in driving AI progress, and invalid benchmark questions frequently undermine their reliability. Manually identifying and correcting errors among thousands of benchmark questions is not only infeasible but also a critical bottleneck for reliable evaluation. In this work, we introduce a framework for systematic benchmark revision that leverages statistical analysis of response patterns to flag potentially invalid questions for further expert review. Our approach builds on a core assumption commonly used in AI evaluations that the mean score sufficiently summarizes model performance. This implies a unidimensional latent construct underlying the measurement experiment, yielding expected ranges for various statistics for each item. When empirically estimated values for these statistics fall outside the expected range for an item, the item is more likely to be problematic. Across nine widely used benchmarks, our method guides expert review to identify problematic questions with up to 84\% precision. In addition, we introduce an LLM-judge first pass to review questions, further reducing human effort. Together, these components provide an efficient and scalable framework for systematic benchmark revision.

Rigorous evaluation of large language models (LLMs) relies on comparing models by the prevalence of desirable or undesirable behaviors, such as task pass rates or policy violations. These prevalence estimates are produced by a classifier, either an LLM-as-a-judge or human annotators, making the choice of classifier central to trustworthy evaluation. Common metrics used for this choice, such as Accuracy, Precision, and F1, are sensitive to class imbalance and to arbitrary choices of positive class, and can favor judges that distort prevalence estimates. We show that Youden's J statistic is theoretically aligned with choosing the best judge to compare models, and that Balanced Accuracy is an equivalent linear transformation of J. Through both analytical arguments and empirical examples and simulations, we demonstrate how selecting judges using Balanced Accuracy leads to better, more robust classifier selection.

Large Language Models (LLMs) vary in their abilities on a range of tasks. Initiatives such as the Open LLM Leaderboard aim to quantify these differences with several large benchmarks (sets of test items to which an LLM can respond either correctly or incorrectly). However, high correlations within and between benchmark scores suggest that (1) there exists a small set of common underlying abilities that these benchmarks measure, and (2) items tap into redundant information and the benchmarks may thus be considerably compressed. We use data from n > 5000 LLMs to identify the most informative items of six benchmarks, ARC, GSM8K, HellaSwag, MMLU, TruthfulQA and WinoGrande (with d=28,632 items in total). From them we distill a sparse benchmark, metabench, that has less than 3% of the original size of all six benchmarks combined. This new sparse benchmark goes beyond point scores by yielding estimators of the underlying benchmark-specific abilities. We show that these estimators (1) can be used to reconstruct each original individual benchmark score with, on average, 1.5% root mean square error (RMSE), (2) reconstruct the original total score with 0.8% RMSE, and (3) have a single underlying common factor whose Spearman correlation with the total score is r = 0.93.

The adoption of Large Language Models (LLMs) as automated evaluators (LLM-as-a-judge) has revealed critical inconsistencies in current evaluation frameworks. We identify two fundamental types of inconsistencies: (1) Score-Comparison Inconsistency, where lower-rated responses outperform higher-scored ones in pairwise comparisons, and (2) Pairwise Transitivity Inconsistency, manifested through circular preference chains (A>B>C>A) and equivalence contradictions (A=B=C\neq A). We argue that these issues come from information loss in discrete rating systems and ambiguous tie judgments during pairwise evaluation. We propose TrustJudge, a probabilistic framework that addresses these limitations through two key innovations: 1) distribution-sensitive scoring that computes continuous expectations from discrete rating probabilities, preserving information entropy for more precise scoring, and 2) likelihood-aware aggregation that resolves transitivity violations using bidirectional preference probabilities or perplexity. We also formalize the theoretical limitations of current LLM-as-a-judge frameworks and demonstrate how TrustJudge's components overcome them. When evaluated with Llama-3.1-70B-Instruct as judge using our dataset, TrustJudge reduces Score-Comparison inconsistency by 8.43% (from 23.32% to 14.89%) and Pairwise Transitivity inconsistency by 10.82% (from 15.22% to 4.40%), while maintaining higher evaluation accuracy. Our work provides the first systematic analysis of evaluation framework inconsistencies in LLM-as-a-judge paradigms, offering both theoretical insights and practical solutions for reliable automated assessment. The framework demonstrates consistent improvements across various model architectures and scales, enabling more trustworthy LLM evaluation without requiring additional training or human annotations. The codes can be found at https://github.com/TrustJudge/TrustJudge.

Kernelized Stein discrepancy (KSD) is a score-based discrepancy widely used in goodness-of-fit tests. It can be applied even when the target distribution has an unknown normalising factor, such as in Bayesian analysis. We show theoretically and empirically that the KSD test can suffer from low power when the target and the alternative distributions have the same well-separated modes but differ in mixing proportions. We propose to perturb the observed sample via Markov transition kernels, with respect to which the target distribution is invariant. This allows us to then employ the KSD test on the perturbed sample. We provide numerical evidence that with suitably chosen transition kernels the proposed approach can lead to substantially higher power than the KSD test.

Multilingual benchmarks are central to evaluating large language models (LLMs) across languages, but they suffer from three issues: exhaustive evaluation scales linearly with the number of languages, automatic translation introduces errors that are easily missed at scale, and some items conflate general and culture-specific knowledge. We address all three with a unified statistical framework, Multilingual-IRT, which extends Item Response Theory with per-language difficulty deviations, split discriminability separating content from language effects, and per-language ability residuals. Fitting Multilingual-IRT on 25 LLMs across 29 languages of MMLU-Pro-X, we show that its fitted parameters support three practical applications: predicting unobserved (item, LLM, language) instances with 11-16% lower binary cross-entropy than the strongest accuracy-based baseline, surfacing candidate translation errors distributed across all 28 non-English languages, whereas accuracy-based baselines concentrate detections in a few languages, and recovering culture-specific items that accuracy-based baselines miss.

Recent observations have underscored a disparity between the inflated benchmark scores and the actual performance of LLMs, raising concerns about potential contamination of evaluation benchmarks. This issue is especially critical for closed-source models and certain open-source models where training data transparency is lacking. In this paper we study data contamination by proposing two methods tailored for both open-source and proprietary LLMs. We first introduce a retrieval-based system to explore potential overlaps between evaluation benchmarks and pretraining corpora. We further present a novel investigation protocol named Testset Slot Guessing (TS-Guessing), applicable to both open and proprietary models. This approach entails masking a wrong answer in a multiple-choice question and prompting the model to fill in the gap. Additionally, it involves obscuring an unlikely word in an evaluation example and asking the model to produce it. We find that certain commercial LLMs could surprisingly guess the missing option in various test sets. Specifically, in the TruthfulQA benchmark, we find that LLMs exhibit notable performance improvement when provided with additional metadata in the benchmark. Further, in the MMLU benchmark, ChatGPT and GPT-4 demonstrated an exact match rate of 52\% and 57\%, respectively, in guessing the missing options in benchmark test data. We hope these results underscore the need for more robust evaluation methodologies and benchmarks in the field.

Recent work on chain-of-thought (CoT) faithfulness reports single aggregate numbers (e.g., DeepSeek-R1 acknowledges hints 39% of the time), implying that faithfulness is an objective, measurable property of a model. This paper demonstrates that it is not. Three classifiers (a regex-only detector, a two-stage regex-plus-LLM pipeline, and an independent Claude Sonnet 4 judge) are applied to 10,276 influenced reasoning traces from 12 open-weight models spanning 9 families and 7B to 1T parameters. On identical data, these classifiers produce overall faithfulness rates of 74.4%, 82.6%, and 69.7%, respectively, with non-overlapping 95% confidence intervals. Per-model gaps range from 2.6 to 30.6 percentage points; all are statistically significant (McNemar's test, p < 0.001). The disagreements are systematic, not random: inter-classifier agreement measured by Cohen's kappa ranges from 0.06 ("slight") for sycophancy hints to 0.42 ("moderate") for grader hints, and the asymmetry is pronounced: for sycophancy, 883 cases are classified as faithful by the pipeline but unfaithful by the Sonnet judge, while only 2 go the other direction. Classifier choice can also reverse model rankings: Qwen3.5-27B ranks 1st under the pipeline but 7th under the Sonnet judge; OLMo-3.1-32B moves in the opposite direction, from 9th to 3rd. The root cause is that different classifiers operationalize related faithfulness constructs at different levels of stringency (lexical mention versus epistemic dependence), and these constructs yield divergent measurements on the same behavior. These results demonstrate that published faithfulness numbers cannot be meaningfully compared across studies that use different classifiers, and that future evaluations should report sensitivity ranges across multiple classification methodologies rather than single point estimates.

Uncertainty quantification (UQ) is vital for trustworthy deep learning, yet existing methods are either computationally intensive, such as Bayesian or ensemble methods, or provide only partial, task-specific estimates, such as single-forward-pass techniques. In this paper, we propose a post-hoc single-forward-pass framework that jointly captures aleatoric and epistemic uncertainty without modifying or retraining pretrained models. Our method applies Split-Point Analysis (SPA) to decompose predictive residuals into upper and lower subsets, computing Mean Absolute Residuals (MARs) on each side. We prove that, under ideal conditions, the total MAR equals the harmonic mean of subset MARs; deviations define a novel Self-consistency Discrepancy Score (SDS) for fine-grained epistemic estimation across regression and classification. For regression, side-specific quantile regression yields prediction intervals with improved empirical coverage, which are further calibrated via SDS. For classification, when calibration data are available, we apply SPA-based calibration identities to adjust the softmax outputs and then compute predictive entropy on these calibrated probabilities. Extensive experiments on diverse regression and classification benchmarks demonstrate that our framework matches or exceeds several state-of-the-art UQ methods while incurring minimal overhead. Our source code is available at https://github.com/zzz0527/SPC-UQ.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

Large language model (LLM) agents increasingly take actions (screening applicants, recommending credit, triaging patients), yet fairness for LLMs is still measured by grading answers. We introduce AgentFairBench, a cheap, reproducible, multi-domain benchmark for demographic disparity in the actions of LLM agents. Grounded in a companion framework, the Bias Conduction Framework (BCF, restated here), it spans three regulator-anchored domains: hiring, lending, and medical triage. Synthetic, demographic-neutral profiles are evaluated in counterfactual matched sets that vary only a name-coded race x gender signal (in the Bertrand Mullainathan tradition), under four agent scaffolds of increasing agency (direct, chain-of-thought, multi-agent deliberation, tool-augmented). A NumPy-only harness computes counterfactual flip rate, mean absolute score difference (MASD), action-rate disparity, and tool-invocation disparity, with bootstrap confidence intervals, paired tests, and false-discovery-rate control, for single-digit dollars per model. A live leaderboard with a held-out private split and a contamination canary admits external models by submission. Our pilot (864 decisions plus a test-retest replication) carries a methodological lesson: comparing a six-group score spread against a two-run noise difference overstates disparity by ~ 2.4X through statistic arity alone. Against an arity matched noise floor and an omnibus group test, claude haiku 4 5 shows no demographic effect above sampling noise (0 of 120 pairwise and 0 of 9 omnibus contrasts survive correction); a planted-bias test confirms the instrument detects disparity when present. The contribution is a sound, sensitive, adoption-ready instrument, the arity matched null methodology, and open artifacts to scale it. Code, data, and harness are released under open licenses, with an anonymized review artifact.

In this paper, we introduce AceMath, a suite of frontier math models that excel in solving complex math problems, along with highly effective reward models capable of evaluating generated solutions and reliably identifying the correct ones. To develop the instruction-tuned math models, we propose a supervised fine-tuning (SFT) process that first achieves competitive performance across general domains, followed by targeted fine-tuning for the math domain using a carefully curated set of prompts and synthetically generated responses. The resulting model, AceMath-72B-Instruct greatly outperforms Qwen2.5-Math-72B-Instruct, GPT-4o and Claude-3.5 Sonnet. To develop math-specialized reward model, we first construct AceMath-RewardBench, a comprehensive and robust benchmark for evaluating math reward models across diverse problems and difficulty levels. After that, we present a systematic approach to build our math reward models. The resulting model, AceMath-72B-RM, consistently outperforms state-of-the-art reward models. Furthermore, when combining AceMath-72B-Instruct with AceMath-72B-RM, we achieve the highest average rm@8 score across the math reasoning benchmarks. We will release model weights, training data, and evaluation benchmarks at: https://research.nvidia.com/labs/adlr/acemath