Daily Papers

Few-step distillation offers efficient generation with diffusion and flow models, but preserving quality with only a few sampling steps remains challenging. Distribution-matching methods via score distillation provide a strong foundation, yet they rely on accurately tracking the student's changing distribution. At intermediate generation steps in few-step sampling, student-score estimation can be difficult, and commonly used estimators may describe a different distribution from the one used to update the student. Flow matching allows a more flexible approach to supervision through velocity fields constructed from the student's sampling process. Building on this perspective, we introduce Velocity Adversarial Distillation (VAD), which uses a learned critic to compare student and teacher fields and turn their disagreement into feedback for learning. VAD unifies score distillation, Fisher-based matching, and moment matching, also explaining existing heuristic MMD updates and delivering new training objectives. We further develop VA-TDM, which follows trajectory distribution matching: providing supervision for partial denoising along the student trajectory. Beyond this, VA-TDM combines transition-aware online velocity learning and dual-form VAD supervision across intermediate student transitions. Extensive results show that VA-TDM is powerful for learning few-step generators, achieving state-of-the-art four-step performance in both text-to-image and text-to-video generation across various backbones and scaling effectively to 33B MiniMax-H3. In particular, our VA-TDM-H3 notably outperforms the few-step Fast-H3 and is closer to the original many-step H3 according to human preference.

We introduce a novel framework for efficient sampling from complex, unnormalised target distributions by exploiting multiscale dynamics. Traditional score-based sampling methods either rely on learned approximations of the score function or involve computationally expensive nested Markov chain Monte Carlo (MCMC) loops. In contrast, the proposed approach leverages stochastic averaging within a slow-fast system of stochastic differential equations (SDEs) to estimate intermediate scores along a diffusion path without training or inner-loop MCMC. Two algorithms are developed under this framework: MultALMC, which uses multiscale annealed Langevin dynamics, and MultCDiff, based on multiscale controlled diffusions for the reverse-time Ornstein-Uhlenbeck process. Both overdamped and underdamped variants are considered, with theoretical guarantees of convergence to the desired diffusion path. The framework is extended to handle heavy-tailed target distributions using Student's t-based noise models and tailored fast-process dynamics. Empirical results across synthetic and real-world benchmarks, including multimodal and high-dimensional distributions, demonstrate that the proposed methods are competitive with existing samplers in terms of accuracy and efficiency, without the need for learned models.

Flow and diffusion models suffer from slow inference due to computationally expensive numerical integration. Distillation provides a promising way for a student model to learn from a teacher's dynamics, enabling one-step or few-step generation. However, existing methods often depend on curated distillation datasets, costly teacher rollouts, or auxiliary proxy networks, which complicate model training and scaling. In this work, we propose Consistent Distribution Matching, a simulation-free and data-free distillation method for accelerating diffusion and flow models while preserving strong generative capacity. Our key insight is to unify sample generation and score estimation with one student network. Thus, our framework uses only two models, a frozen teacher and a trainable student, and optimizes one objective. We prove that minimizing our objective indicates Wasserstein convergence of the student flow-map pushforwards to the teacher marginals. On ImageNet 256times256, our method attains an FID of 2.04 with a single function evaluation (1-NFE) and a 4-NFE FID of 1.37 within 40 epochs of training, surpassing the state-of-the-art distillation baselines without data. Our code code and model are available at https://consistentdmd.github.io/.

Recent approaches have shown promises distilling diffusion models into efficient one-step generators. Among them, Distribution Matching Distillation (DMD) produces one-step generators that match their teacher in distribution, without enforcing a one-to-one correspondence with the sampling trajectories of their teachers. However, to ensure stable training, DMD requires an additional regression loss computed using a large set of noise-image pairs generated by the teacher with many steps of a deterministic sampler. This is costly for large-scale text-to-image synthesis and limits the student's quality, tying it too closely to the teacher's original sampling paths. We introduce DMD2, a set of techniques that lift this limitation and improve DMD training. First, we eliminate the regression loss and the need for expensive dataset construction. We show that the resulting instability is due to the fake critic not estimating the distribution of generated samples accurately and propose a two time-scale update rule as a remedy. Second, we integrate a GAN loss into the distillation procedure, discriminating between generated samples and real images. This lets us train the student model on real data, mitigating the imperfect real score estimation from the teacher model, and enhancing quality. Lastly, we modify the training procedure to enable multi-step sampling. We identify and address the training-inference input mismatch problem in this setting, by simulating inference-time generator samples during training time. Taken together, our improvements set new benchmarks in one-step image generation, with FID scores of 1.28 on ImageNet-64x64 and 8.35 on zero-shot COCO 2014, surpassing the original teacher despite a 500X reduction in inference cost. Further, we show our approach can generate megapixel images by distilling SDXL, demonstrating exceptional visual quality among few-step methods.

Score-based generative models (SGMs) sample from a target distribution by iteratively transforming noise using the score function of the perturbed target. For any finite training set, this score function can be evaluated in closed form, but the resulting SGM memorizes its training data and does not generate novel samples. In practice, one approximates the score by training a neural network via score-matching. The error in this approximation promotes generalization, but neural SGMs are costly to train and sample, and the effective regularization this error provides is not well-understood theoretically. In this work, we instead explicitly smooth the closed-form score to obtain an SGM that generates novel samples without training. We analyze our model and propose an efficient nearest-neighbor-based estimator of its score function. Using this estimator, our method achieves competitive sampling times while running on consumer-grade CPUs.

Diffusion models have emerged as a powerful tool rivaling GANs in generating high-quality samples with improved fidelity, flexibility, and robustness. A key component of these models is to learn the score function through score matching. Despite empirical success on various tasks, it remains unclear whether gradient-based algorithms can learn the score function with a provable accuracy. As a first step toward answering this question, this paper establishes a mathematical framework for analyzing score estimation using neural networks trained by gradient descent. Our analysis covers both the optimization and the generalization aspects of the learning procedure. In particular, we propose a parametric form to formulate the denoising score-matching problem as a regression with noisy labels. Compared to the standard supervised learning setup, the score-matching problem introduces distinct challenges, including unbounded input, vector-valued output, and an additional time variable, preventing existing techniques from being applied directly. In this paper, we show that with proper designs, the evolution of neural networks during training can be accurately modeled by a series of kernel regression tasks. Furthermore, by applying an early-stopping rule for gradient descent and leveraging recent developments in neural tangent kernels, we establish the first generalization error (sample complexity) bounds for learning the score function with neural networks, despite the presence of noise in the observations. Our analysis is grounded in a novel parametric form of the neural network and an innovative connection between score matching and regression analysis, facilitating the application of advanced statistical and optimization techniques.

Educational data filters have become a practical way to improve language-model pre-training, but most filters treat educational value as a single scalar property. This may be too broad for some applications, especially if the data set already features a high density of educational material. Useful learning material needs to be accurate, engaging, well structured, and appropriate for the intended audience and application (e.g. learner- vs teacher-facing). Following QuRating (Wettig et al. 2024), we introduce Edu-QuRating: a pipeline for multi-dimensional educational data scoring and curation. Edu-QuRating defines education-specific rubrics, uses an LLM judge to label sampled document pairs and distills those pairwise preferences into reusable Edu-QuRaters, which can score individual text chunks on a set of educational criteria. Across two sequence-classification base models and six educational criteria, the best Edu-QuRater recovers held-out GPT-4.1-mini pairwise judgements with mean accuracy 0.917. We then apply the resulting scorers in two applications. First, we investigate the potential of Edu-QuRaters for corpus filtering to improve pretraining of small language models. We scored 322.25M FineWeb-Edu-Fortified documents to obtain a filtered pre-training mixture. In matched single-run pre-training comparisons, models trained with Edu-QuRating-based mixtures reached higher observed aggregate accuracy across nine benchmarks than the FineWeb-Edu baseline, with gains concentrated in particular tasks. Second, we used Edu-QuRater scores as reward terms for GRPO post-training. In held-out pairwise judge evaluations, combining Edu-QuRater and answer-structure rewards produced responses preferred to the Qwen3-4B base model on both pedagogical quality and instruction following.

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.

Automatic scoring of student responses enhances efficiency in education, but deploying a separate neural network for each task increases storage demands, maintenance efforts, and redundant computations. To address these challenges, this paper introduces the Gromov-Wasserstein Scoring Model Merging (GW-SMM) method, which merges models based on feature distribution similarities measured via the Gromov-Wasserstein distance. Our approach begins by extracting features from student responses using individual models, capturing both item-specific context and unique learned representations. The Gromov-Wasserstein distance then quantifies the similarity between these feature distributions, identifying the most compatible models for merging. Models exhibiting the smallest pairwise distances, typically in pairs or trios, are merged by combining only the shared layers preceding the classification head. This strategy results in a unified feature extractor while preserving separate classification heads for item-specific scoring. We validated our approach against human expert knowledge and a GPT-o1-based merging method. GW-SMM consistently outperformed both, achieving a higher micro F1 score, macro F1 score, exact match accuracy, and per-label accuracy. The improvements in micro F1 and per-label accuracy were statistically significant compared to GPT-o1-based merging (p=0.04, p=0.01). Additionally, GW-SMM reduced storage requirements by half without compromising much accuracy, demonstrating its computational efficiency alongside reliable scoring performance.

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.

In an educational setting, an estimate of the difficulty of multiple-choice questions (MCQs), a commonly used strategy to assess learning progress, constitutes very useful information for both teachers and students. Since human assessment is costly from multiple points of view, automatic approaches to MCQ item difficulty estimation are investigated, yielding however mixed success until now. Our approach to this problem takes a different angle from previous work: asking various Large Language Models to tackle the questions included in two different MCQ datasets, we leverage model uncertainty to estimate item difficulty. By using both model uncertainty features as well as textual features in a Random Forest regressor, we show that uncertainty features contribute substantially to difficulty prediction, where difficulty is inversely proportional to the number of students who can correctly answer a question. In addition to showing the value of our approach, we also observe that our model achieves state-of-the-art results on the BEA publicly available dataset.

Candidate-scoring decision models return a probability distribution over a presented set of answers. Public documentation of one such system, Jev, and of an open counterpart, JevAny, describes three training ingredients that determine what these probabilities estimate: soft targets from larger models, a frozen pretrained backbone and temperature calibration. We analyze each ingredient in Gaussian surrogates where the finite-sample risk can be computed exactly. A student trained on teacher targets inherits the teacher's bias, which more student data does not remove and agreement with the teacher does not reveal. A fixed representation lowers the risk only below an explicit sample-size threshold. In a probit model the exact recalibration map is a temperature scaling, which removes all excess risk only when the teacher's coefficient has the correct direction and otherwise leaves a residual that calibration diagnostics do not detect. Under Luce's choice axiom, candidate scores are coherent across refinements of an event if and only if they aggregate by log-sum-exp. On 231,521 credit card complaints from the Consumer Financial Protection Bureau, where the decision is whether a complaint ends in monetary relief, a student trained on a logistic teacher's probabilities ends at the teacher's decision cost while a student trained on outcomes goes 8% below it, a 30B model read zero-shot remains worse than the teacher after recalibration, and that model departs from the coherence condition by 17.5 decibans. Pretrained representations reduce the labeled data required and calibration corrects the scale of the probabilities, but neither corrects a biased teacher, so the probabilities have to be checked against realized outcomes.

Evaluating an AI system requires disaggregated assessment, as performance varies across domains such as benchmark task types or conversation types in deployed agents. Exhaustive testing is expensive, so evaluation rests on a sample of labeled units. We treat the evaluation set as a finite population and seek accurate point and interval estimates of each domain mean. Direct estimators, including prediction-powered inference (PPI), use only a domain's own labels and are imprecise where labels are few. Small area estimation addresses this problem, and we build on it to develop an integrated workflow for estimation and validation. For estimation, we propose prediction-powered smoothing (PP-S), a Bayesian model fit to each domain's prediction-powered estimate, with an extension that borrows strength across a reporting taxonomy (PP-TS). For validation, we derive a new, approximately unbiased design-based cross-validation score for choosing among direct and smoothed estimators. We study a curated benchmark with verifiable grading and deployed agent traffic graded by humans, each with every outcome observed. In both, the proposed estimators improve on the direct estimators in point and interval estimation, with near-nominal coverage. At the same sampling budget, our score selects as well as an independent validation sample does and estimates the selected estimator's error far more accurately.

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.

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.

Diffusion models achieve state-of-the-art performance in various generation tasks. However, their theoretical foundations fall far behind. This paper studies score approximation, estimation, and distribution recovery of diffusion models, when data are supported on an unknown low-dimensional linear subspace. Our result provides sample complexity bounds for distribution estimation using diffusion models. We show that with a properly chosen neural network architecture, the score function can be both accurately approximated and efficiently estimated. Furthermore, the generated distribution based on the estimated score function captures the data geometric structures and converges to a close vicinity of the data distribution. The convergence rate depends on the subspace dimension, indicating that diffusion models can circumvent the curse of data ambient dimensionality.

Generative AI has matured to a point where large-scale models can generate text that seems indistinguishable from human-written text and remarkably photorealistic images. Automatically measuring how close the distribution of generated data is to the target real data distribution is a key step in diagnosing existing models and developing better models. We present MAUVE, a family of comparison measures between pairs of distributions such as those encountered in the generative modeling of text or images. These scores are statistical summaries of divergence frontiers capturing two types of errors in generative modeling. We explore four approaches to statistically estimate these scores: vector quantization, non-parametric estimation, classifier-based estimation, and parametric Gaussian approximations. We provide statistical bounds for the vector quantization approach. Empirically, we find that the proposed scores paired with a range of f-divergences and statistical estimation methods can quantify the gaps between the distributions of human-written text and those of modern neural language models by correlating with human judgments and identifying known properties of the generated texts. We conclude the paper by demonstrating its applications to other AI domains and discussing practical recommendations.

We present a new methodology for detecting out-of-distribution (OOD) images by utilizing norms of the score estimates at multiple noise scales. A score is defined to be the gradient of the log density with respect to the input data. Our methodology is completely unsupervised and follows a straight forward training scheme. First, we train a deep network to estimate scores for levels of noise. Once trained, we calculate the noisy score estimates for N in-distribution samples and take the L2-norms across the input dimensions (resulting in an NxL matrix). Then we train an auxiliary model (such as a Gaussian Mixture Model) to learn the in-distribution spatial regions in this L-dimensional space. This auxiliary model can now be used to identify points that reside outside the learned space. Despite its simplicity, our experiments show that this methodology significantly outperforms the state-of-the-art in detecting out-of-distribution images. For example, our method can effectively separate CIFAR-10 (inlier) and SVHN (OOD) images, a setting which has been previously shown to be difficult for deep likelihood models.

Recent years have witnessed a surge in the number of large language models (LLMs), yet efficiently managing and utilizing these vast resources remains a significant challenge. In this work, we explore how to learn compact representations of LLM abilities that can facilitate downstream tasks, such as model routing and performance prediction on new benchmarks. We frame this problem as estimating the probability that a given model will correctly answer a specific query. Inspired by the item response theory (IRT) in psychometrics, we model this probability as a function of three key factors: (i) the model's multi-skill ability vector, (2) the query's discrimination vector that separates models of differing skills, and (3) the query's difficulty scalar. To learn these parameters jointly, we introduce a Mixture-of-Experts (MoE) network that couples model- and query-level embeddings. Extensive experiments demonstrate that our approach leads to state-of-the-art performance in both model routing and benchmark accuracy prediction. Moreover, analysis validates that the learned parameters encode meaningful, interpretable information about model capabilities and query characteristics.

We propose a Monte Carlo sampler from the reverse diffusion process. Unlike the practice of diffusion models, where the intermediary updates -- the score functions -- are learned with a neural network, we transform the score matching problem into a mean estimation one. By estimating the means of the regularized posterior distributions, we derive a novel Monte Carlo sampling algorithm called reverse diffusion Monte Carlo (rdMC), which is distinct from the Markov chain Monte Carlo (MCMC) methods. We determine the sample size from the error tolerance and the properties of the posterior distribution to yield an algorithm that can approximately sample the target distribution with any desired accuracy. Additionally, we demonstrate and prove under suitable conditions that sampling with rdMC can be significantly faster than that with MCMC. For multi-modal target distributions such as those in Gaussian mixture models, rdMC greatly improves over the Langevin-style MCMC sampling methods both theoretically and in practice. The proposed rdMC method offers a new perspective and solution beyond classical MCMC algorithms for the challenging complex distributions.

There is a long history, as well as a recent explosion of interest, in statistical and generative modeling approaches based on score functions -- derivatives of the log-likelihood of a distribution. In seminal works, Hyv\"arinen proposed vanilla score matching as a way to learn distributions from data by computing an estimate of the score function of the underlying ground truth, and established connections between this method and established techniques like Contrastive Divergence and Pseudolikelihood estimation. It is by now well-known that vanilla score matching has significant difficulties learning multimodal distributions. Although there are various ways to overcome this difficulty, the following question has remained unanswered -- is there a natural way to sample multimodal distributions using just the vanilla score? Inspired by a long line of related experimental works, we prove that the Langevin diffusion with early stopping, initialized at the empirical distribution, and run on a score function estimated from data successfully generates natural multimodal distributions (mixtures of log-concave distributions).

LLM-as-a-judge has emerged as a cornerstone technique for evaluating large language models by leveraging LLM reasoning to score prompt-response pairs. Since LLM judgments are stochastic, practitioners commonly query each pair multiple times to estimate mean scores accurately. This raises a critical challenge: given a fixed computational budget B, how to optimally allocate queries across K prompt-response pairs to minimize estimation error? % We present a principled variance-adaptive approach leveraging multi-armed bandit theory and concentration inequalities. Our method dynamically allocates queries based on estimated score variances, concentrating resources where uncertainty is highest. Further, our algorithm is shown to achieve a worst-case score-estimation error of Oleft(frac{sum_{i=1^K σ_i^2}{B}}right), σ_i^2 being the unknown score variance for pair i in [K] with near-optimal budget allocation. % Experiments on Summarize-From-Feedback and HelpSteer2 demonstrate that our method significantly outperforms uniform allocation, reducing worst-case estimation error while maintaining identical budgets. Our work establishes a theoretical foundation for efficient LLM evaluation with practical implications for AI safety, model alignment, and automated assessment at scale.

In precision-oriented tasks like answer ranking, it is more important to rank many relevant answers highly than to retrieve all relevant answers. It follows that a good ranking strategy would be to learn how to identify the easiest correct answers first (i.e., assign a high ranking score to answers that have characteristics that usually indicate relevance, and a low ranking score to those with characteristics that do not), before incorporating more complex logic to handle difficult cases (e.g., semantic matching or reasoning). In this work, we apply this idea to the training of neural answer rankers using curriculum learning. We propose several heuristics to estimate the difficulty of a given training sample. We show that the proposed heuristics can be used to build a training curriculum that down-weights difficult samples early in the training process. As the training process progresses, our approach gradually shifts to weighting all samples equally, regardless of difficulty. We present a comprehensive evaluation of our proposed idea on three answer ranking datasets. Results show that our approach leads to superior performance of two leading neural ranking architectures, namely BERT and ConvKNRM, using both pointwise and pairwise losses. When applied to a BERT-based ranker, our method yields up to a 4% improvement in MRR and a 9% improvement in P@1 (compared to the model trained without a curriculum). This results in models that can achieve comparable performance to more expensive state-of-the-art techniques.

We present the contribution of the Unbabel team to the WMT 2020 Shared Task on Metrics. We intend to participate on the segment-level, document-level and system-level tracks on all language pairs, as well as the 'QE as a Metric' track. Accordingly, we illustrate results of our models in these tracks with reference to test sets from the previous year. Our submissions build upon the recently proposed COMET framework: We train several estimator models to regress on different human-generated quality scores and a novel ranking model trained on relative ranks obtained from Direct Assessments. We also propose a simple technique for converting segment-level predictions into a document-level score. Overall, our systems achieve strong results for all language pairs on previous test sets and in many cases set a new state-of-the-art.

Attention-based rerankers score each candidate by the attention mass that retrieval heads route to it from the question, but the question, serving as a fixed query, carries limited information for locating relevant evidence. We propose Re^3Rank, a listwise reranker built on reasoning-conditioned retrieval heads (RRHeads). A generator first writes a reasoning trace over the question and the candidates, and a scorer then uses the trace tokens as the attention query of a few selected RRHeads, reading relevance as continuous scores. We present a straight-through estimator to propagate the ranking loss through the discrete trace, so that the generator and the scorer can be trained jointly for ranking. Averaged over 9 benchmarks, Re^3Rank outperforms 11 baseline rerankers: our 4B variant exceeds the strongest baseline by 3.11 NDCG@10 points on average, and even our 0.6B variant surpasses rerankers with up to 32B parameters.

We give an improved theoretical analysis of score-based generative modeling. Under a score estimate with small L^2 error (averaged across timesteps), we provide efficient convergence guarantees for any data distribution with second-order moment, by either employing early stopping or assuming smoothness condition on the score function of the data distribution. Our result does not rely on any log-concavity or functional inequality assumption and has a logarithmic dependence on the smoothness. In particular, we show that under only a finite second moment condition, approximating the following in reverse KL divergence in epsilon-accuracy can be done in tilde Oleft(d log (1/delta){epsilon}right) steps: 1) the variance-delta Gaussian perturbation of any data distribution; 2) data distributions with 1/delta-smooth score functions. Our analysis also provides a quantitative comparison between different discrete approximations and may guide the choice of discretization points in practice.

Human evaluation is the gold-standard for evaluating text generation models. It is also expensive, and to fit budgetary constraints, a random subset of the test data is often chosen in practice. The randomly selected data may not accurately represent test performance, making this approach economically inefficient for model comparison. Thus, in this work, we develop a suite of selectors to get the most informative datapoints for human evaluation while taking the evaluation costs into account. We show that selectors based on variance in automated metric scores, diversity in model outputs, or Item Response Theory outperform random selection. We further develop an approach to distill these selectors to the scenario where the model outputs are not yet available. In particular, we introduce source-based estimators, which predict item usefulness for human evaluation just based on the source texts. We demonstrate the efficacy of our selectors in two common NLG tasks, machine translation and summarization, and show that up to only ~50% of the test data is needed to produce the same evaluation result as the entire data. Our implementations are published in the subset2evaluate package.

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 Model agents excel at solving complex tasks through iterative reasoning and tool use, but typically depend on ultra-large, costly backbones. Existing distillation approaches train smaller students to imitate full teacher trajectories, yet reasoning and knowledge gaps between the teacher and student often lead to compounding errors. We propose SCoRe, a student-centered framework in which the student generates trajectories and the teacher intervenes only at the first critical error, producing training data matched to the student's ability and exposing specific weaknesses. The student is first fine-tuned on corrected trajectories. Subsequently, short-horizon reinforcement learning starts from the verified prefix before the first critical error, with target rewards assigned at that step. This design encourages autonomous problem-solving beyond imitation and improves training stability. Particularly, on 12 challenging benchmarks, a 7B-parameter student distilled with SCoRe matches the agentic performance of a 72B-parameter teacher.

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.

Developing an educational test can be expensive and time-consuming, as each item must be written by experts and then evaluated by collecting hundreds of student responses. Moreover, many tests require multiple distinct sets of questions administered throughout the school year to closely monitor students' progress, known as parallel tests. In this study, we focus on tests of silent sentence reading efficiency, used to assess students' reading ability over time. To generate high-quality parallel tests, we propose to fine-tune large language models (LLMs) to simulate how previous students would have responded to unseen items. With these simulated responses, we can estimate each item's difficulty and ambiguity. We first use GPT-4 to generate new test items following a list of expert-developed rules and then apply a fine-tuned LLM to filter the items based on criteria from psychological measurements. We also propose an optimal-transport-inspired technique for generating parallel tests and show the generated tests closely correspond to the original test's difficulty and reliability based on crowdworker responses. Our evaluation of a generated test with 234 students from grades 2 to 8 produces test scores highly correlated (r=0.93) to those of a standard test form written by human experts and evaluated across thousands of K-12 students.

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.

Neural Posterior Estimation methods for simulation-based inference can be ill-suited for dealing with posterior distributions obtained by conditioning on multiple observations, as they tend to require a large number of simulator calls to learn accurate approximations. In contrast, Neural Likelihood Estimation methods can handle multiple observations at inference time after learning from individual observations, but they rely on standard inference methods, such as MCMC or variational inference, which come with certain performance drawbacks. We introduce a new method based on conditional score modeling that enjoys the benefits of both approaches. We model the scores of the (diffused) posterior distributions induced by individual observations, and introduce a way of combining the learned scores to approximately sample from the target posterior distribution. Our approach is sample-efficient, can naturally aggregate multiple observations at inference time, and avoids the drawbacks of standard inference methods.

Diffusion models have shown remarkable performance in generation problems over various domains including images, videos, text, and audio. A practical bottleneck of diffusion models is their sampling speed, due to the repeated evaluation of score estimation networks during the inference. In this work, we propose a novel framework capable of adaptively allocating compute required for the score estimation, thereby reducing the overall sampling time of diffusion models. We observe that the amount of computation required for the score estimation may vary along the time step for which the score is estimated. Based on this observation, we propose an early-exiting scheme, where we skip the subset of parameters in the score estimation network during the inference, based on a time-dependent exit schedule. Using the diffusion models for image synthesis, we show that our method could significantly improve the sampling throughput of the diffusion models without compromising image quality. Furthermore, we also demonstrate that our method seamlessly integrates with various types of solvers for faster sampling, capitalizing on their compatibility to enhance overall efficiency. The source code and our experiments are available at https://github.com/taehong-moon/ee-diffusion

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.

Recent advances in generative artificial intelligence (AI) have shown promise in accurately grading open-ended student responses. However, few prior works have explored grading handwritten responses due to a lack of data and the challenge of combining visual and textual information. In this work, we leverage state-of-the-art multi-modal AI models, in particular GPT-4o, to automatically grade handwritten responses to college-level math exams. Using real student responses to questions in a probability theory exam, we evaluate GPT-4o's alignment with ground-truth scores from human graders using various prompting techniques. We find that while providing rubrics improves alignment, the model's overall accuracy is still too low for real-world settings, showing there is significant room for growth in this task.

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

Estimating the difficulty of multiple-choice questions would be great help for educators who must spend substantial time creating and piloting stimuli for their tests, and for learners who want to practice. Supervised approaches to difficulty estimation have yielded to date mixed results. In this contribution we leverage an aspect of generative large models which might be seen as a weakness when answering questions, namely their uncertainty, and exploit it towards exploring correlations between two different metrics of uncertainty, and the actual student response distribution. While we observe some present but weak correlations, we also discover that the models' behaviour is different in the case of correct vs wrong answers, and that correlations differ substantially according to the different question types which are included in our fine-grained, previously unused dataset of 451 questions from a Biopsychology course. In discussing our findings, we also suggest potential avenues to further leverage model uncertainty as an additional proxy for item difficulty.

In this paper we show that reporting a single performance score is insufficient to compare non-deterministic approaches. We demonstrate for common sequence tagging tasks that the seed value for the random number generator can result in statistically significant (p < 10^-4) differences for state-of-the-art systems. For two recent systems for NER, we observe an absolute difference of one percentage point F1-score depending on the selected seed value, making these systems perceived either as state-of-the-art or mediocre. Instead of publishing and reporting single performance scores, we propose to compare score distributions based on multiple executions. Based on the evaluation of 50.000 LSTM-networks for five sequence tagging tasks, we present network architectures that produce both superior performance as well as are more stable with respect to the remaining hyperparameters.

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.

While Large Language Models (LLMs) have achieved near-perfect performance in solving high-school mathematics, their ability to evaluate the diverse reasoning processes of real human students remains under-examined. To bridge this gap, we introduce RealMath-Eval, a rigorously annotated benchmark of 224 real-world exam responses from high schools. Our initial evaluation reveals that even state-of-the-art LLM judges struggle significantly on this task, exhibiting a high Mean Squared Error (sim2.96) against expert human grading. To probe a plausible explanation, we contrast this performance with a control setting where the same judges evaluate synthetic LLM-generated solutions. We identify a stark ``Evaluation Gap'': judges are considerably more accurate and consistent on synthetic text (MSE sim1.17) but struggle to generalize to authentic student reasoning. Through semantic embedding analysis, we find that synthetic errors suffer from a ``structural collapse'' into predictable, low-dimensional linear subspaces, whereas human errors form a more diverse error space. Furthermore, generative probability probes suggest that human reasoning involves significantly higher information-theoretic surprisal, indicating that student reasoning transitions are more out-of-distribution for current models. Finally, we find that surface-level style transfer fails to close this gap. Our findings suggest that current LLM evaluation pipelines relying heavily on synthetic data may not adequately capture the diversity of authentic student mathematical reasoning.

Test-time scaling evaluates reasoning LLMs by sampling multiple outputs per prompt, but ranking models in this regime remains underexplored. We formalize dense benchmark ranking under test-time scaling and introduce Scorio, a library that implements statistical ranking methods such as paired-comparison models, item response theory (IRT) models, voting rules, and graph- and spectral-based methods. Across 20 reasoning models on four Olympiad-style math benchmarks (AIME'24, AIME'25, HMMT'25, and BrUMO'25; up to N=80 trials), most full-trial rankings agree closely with the Bayesian gold standard Bayes_{U}@80 (mean Kendall's τ_b = 0.93--0.95), and 19--34 methods recover exactly the same ordering. In the single-trial regime, the best methods reach τ_b approx 0.86. Using greedy decoding as an empirical prior (Bayes_{R_0}@N) reduces variance at N=1 by 16--52%, but can bias rankings when greedy and stochastic sampling disagree. These results identify reliable ranking methods for both high- and low-budget test-time scaling. We release Scorio as an open-source library at https://github.com/mohsenhariri/scorio.

Post-hoc out-of-distribution (OOD) detection has garnered intensive attention in reliable machine learning. Many efforts have been dedicated to deriving score functions based on logits, distances, or rigorous data distribution assumptions to identify low-scoring OOD samples. Nevertheless, these estimate scores may fail to accurately reflect the true data density or impose impractical constraints. To provide a unified perspective on density-based score design, we propose a novel theoretical framework grounded in Bregman divergence, which extends distribution considerations to encompass an exponential family of distributions. Leveraging the conjugation constraint revealed in our theorem, we introduce a ConjNorm method, reframing density function design as a search for the optimal norm coefficient p against the given dataset. In light of the computational challenges of normalization, we devise an unbiased and analytically tractable estimator of the partition function using the Monte Carlo-based importance sampling technique. Extensive experiments across OOD detection benchmarks empirically demonstrate that our proposed ConjNorm has established a new state-of-the-art in a variety of OOD detection setups, outperforming the current best method by up to 13.25% and 28.19% (FPR95) on CIFAR-100 and ImageNet-1K, respectively.

Diffusion models have emerged as the principal paradigm for generative modeling across various domains. During training, they learn the score function, which in turn is used to generate samples at inference. They raise a basic yet unsolved question: which score do they actually learn? In principle, a diffusion model that matches the empirical score in the entire data space would simply reproduce the training data, failing to generate novel samples. Recent work addresses this question by arguing that diffusion models underfit the empirical score due to training-time inductive biases. In this work, we refine this perspective, introducing the notion of selective underfitting: instead of underfitting the score everywhere, better diffusion models more accurately approximate the score in certain regions of input space, while underfitting it in others. We characterize these regions and design empirical interventions to validate our perspective. Our results establish that selective underfitting is essential for understanding diffusion models, yielding new, testable insights into their generalization and generative performance.

By learning the gradient of smoothed data distributions, diffusion models can iteratively generate samples from complex distributions. The learned score function enables their generalization capabilities, but how the learned score relates to the score of the underlying data manifold remains largely unclear. Here, we aim to elucidate this relationship by comparing learned neural scores to the scores of two kinds of analytically tractable distributions: Gaussians and Gaussian mixtures. The simplicity of the Gaussian model makes it theoretically attractive, and we show that it admits a closed-form solution and predicts many qualitative aspects of sample generation dynamics. We claim that the learned neural score is dominated by its linear (Gaussian) approximation for moderate to high noise scales, and supply both theoretical and empirical arguments to support this claim. Moreover, the Gaussian approximation empirically works for a larger range of noise scales than naive theory suggests it should, and is preferentially learned early in training. At smaller noise scales, we observe that learned scores are better described by a coarse-grained (Gaussian mixture) approximation of training data than by the score of the training distribution, a finding consistent with generalization. Our findings enable us to precisely predict the initial phase of trained models' sampling trajectories through their Gaussian approximations. We show that this allows the skipping of the first 15-30% of sampling steps while maintaining high sample quality (with a near state-of-the-art FID score of 1.93 on CIFAR-10 unconditional generation). This forms the foundation of a novel hybrid sampling method, termed analytical teleportation, which can seamlessly integrate with and accelerate existing samplers, including DPM-Solver-v3 and UniPC. Our findings suggest ways to improve the design and training of diffusion models.

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.

Experimental studies of generative AI in education mostly report average effects, yet field evidence shows that AI can narrow attainment gaps or widen them. We argue that the direction depends on the judgement burden, the expertise a learner must supply to screen AI output before learning from it, and that expert verification before release moves this burden from students to an accountable tutor. We test the argument in a two-cohort difference-in-differences design in which one half of a compulsory firstyear university economics course received AI-generated podcasts, FAQs and quiz-based study guides, produced with a source-grounded model and checked by a named graduate teaching assistant (170 students; 340 examination marks). Access was associated with a 2.34-mark advantage on a 50-mark component. The share of marks below the upper-second classification boundary fell by 24.7 percentage points relative to the counterfactual, effects were significant at every threshold from 23 to 31 marks and at none above, and roughly three-quarters of the average originated in the bottom quintile. The threshold estimate is robust to removing the lowest-scoring students from the pre-intervention cohort; the average effect is not. Interviews and feedback from 36 students indicate that the verification label gave students a reason to engage with AI-generated material without ending their scrutiny of it. Evaluations of AI learning resources that report only mean effects cannot detect whether the students the resources are meant to help are the ones who gain.

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.

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.

AI-text detection generally asks whether a machine wrote a text. As AI becomes an increasingly integral and accepted part of writing, the more relevant question is no longer whether AI was used, but how much of the text reflects human contribution. A prominent line of work estimates this by measuring how predictive a person's prompt is of the final text. We show that this measure can be easily manipulated. We introduce SPECIFICITY PADDING that simply asks the model to copy a few random IDs from the prompt, and that alone makes a title-only request look more human than one that supplies the article's key ideas. A context-swap audit then holds each document fixed, and only shows or hides the IDs to the evaluator. The score of the unchanged text swings by a third to half of its scale, and it rises for every document we test, on news and scientific abstracts, across varied LLMs from 3.8B to 753B parameters. The same articles can average 85\% human or 15\% human depending only on which prompt is on record, and even with no prompt at all, the output-only variant rewards the random strings themselves. An exact identity, the credit ledger, explains why. The score is a surprisal-weighted average over the text, so rare strings that the context makes copyable collect the credit, whatever they mean. A two-point bound marks a deeper limit. If the prompt could have been machine-written, every transcript-only method must, in the worst case, miss by half the contribution at stake. Likelihood-based scores alone cannot reliably establish human contribution without evidence of what the person added and how the text was produced.

Scaling educational assessment with large language models requires not just accuracy, but the ability to recognize when predictions are trustworthy. Instruction-tuned models tend to be overconfident, and their reliability deteriorates as curricula evolve, making fully autonomous deployment unsafe in high-stakes settings. We introduce CHiL(L)Grader, the first automated grading framework that incorporates calibrated confidence estimation into a human-in-the-loop workflow. Using post-hoc temperature scaling, confidence-based selective prediction, and continual learning, CHiL(L)Grader automates only high-confidence predictions while routing uncertain cases to human graders, and adapts to evolving rubrics and unseen questions. Across three short-answer grading datasets, CHiL(L)Grader automatically scores 35-65% of responses at expert-level quality (QWK >= 0.80). A QWK gap of 0.347 between accepted and rejected predictions confirms the effectiveness of the confidence-based routing. Each correction cycle strengthens the model's grading capability as it learns from teacher feedback. These results show that uncertainty quantification is key for reliable AI-assisted grading.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

Retrieval and ranking models are the backbone of many applications such as web search, open domain QA, or text-based recommender systems. The latency of neural ranking models at query time is largely dependent on the architecture and deliberate choices by their designers to trade-off effectiveness for higher efficiency. This focus on low query latency of a rising number of efficient ranking architectures make them feasible for production deployment. In machine learning an increasingly common approach to close the effectiveness gap of more efficient models is to apply knowledge distillation from a large teacher model to a smaller student model. We find that different ranking architectures tend to produce output scores in different magnitudes. Based on this finding, we propose a cross-architecture training procedure with a margin focused loss (Margin-MSE), that adapts knowledge distillation to the varying score output distributions of different BERT and non-BERT passage ranking architectures. We apply the teachable information as additional fine-grained labels to existing training triples of the MSMARCO-Passage collection. We evaluate our procedure of distilling knowledge from state-of-the-art concatenated BERT models to four different efficient architectures (TK, ColBERT, PreTT, and a BERT CLS dot product model). We show that across our evaluated architectures our Margin-MSE knowledge distillation significantly improves re-ranking effectiveness without compromising their efficiency. Additionally, we show our general distillation method to improve nearest neighbor based index retrieval with the BERT dot product model, offering competitive results with specialized and much more costly training methods. To benefit the community, we publish the teacher-score training files in a ready-to-use package.

A benchmark is not merely a collection of test questions; it naturally induces an empirical measure over difficulty. In this work, we develop this measure-based view of benchmark evaluation. This perspective allows us to identify and formalize two central failure modes: measure mismatch, where the benchmark difficulty distribution differs from the intended difficulty distribution, and coverage gaps, where uncovered regions along the difficulty axis prevent benchmarks from detecting meaningful localized training progress. We propose two diagnostic metrics that capture these two failure modes and provide rigorous theoretical guarantees. Empirically, we analyze 25 popular benchmarks spanning 7 domains using carefully estimated item difficulties. Our results show that many benchmarks implicitly overweight certain difficulty regions, so their leaderboard conclusions should be interpreted with caution; others leave substantial portions of the difficulty axis uncovered, limiting their ability to monitor the model improvement process. Finally, we turn diagnosis into action by introducing BenchFill, a simple difficulty-targeted item rewriting algorithm that effectively reduces local coverage gaps.

The automatic generation of Multiple Choice Questions (MCQ) has the potential to reduce the time educators spend on student assessment significantly. However, existing evaluation metrics for MCQ generation, such as BLEU, ROUGE, and METEOR, focus on the n-gram based similarity of the generated MCQ to the gold sample in the dataset and disregard their educational value. They fail to evaluate the MCQ's ability to assess the student's knowledge of the corresponding target fact. To tackle this issue, we propose a novel automatic evaluation metric, coined Knowledge Dependent Answerability (KDA), which measures the MCQ's answerability given knowledge of the target fact. Specifically, we first show how to measure KDA based on student responses from a human survey. Then, we propose two automatic evaluation metrics, KDA_disc and KDA_cont, that approximate KDA by leveraging pre-trained language models to imitate students' problem-solving behavior. Through our human studies, we show that KDA_disc and KDA_soft have strong correlations with both (1) KDA and (2) usability in an actual classroom setting, labeled by experts. Furthermore, when combined with n-gram based similarity metrics, KDA_disc and KDA_cont are shown to have a strong predictive power for various expert-labeled MCQ quality measures.

In any ranking system, the retrieval model outputs a single score for a document based on its belief on how relevant it is to a given search query. While retrieval models have continued to improve with the introduction of increasingly complex architectures, few works have investigated a retrieval model's belief in the score beyond the scope of a single value. We argue that capturing the model's uncertainty with respect to its own scoring of a document is a critical aspect of retrieval that allows for greater use of current models across new document distributions, collections, or even improving effectiveness for down-stream tasks. In this paper, we address this problem via an efficient Bayesian framework for retrieval models which captures the model's belief in the relevance score through a stochastic process while adding only negligible computational overhead. We evaluate this belief via a ranking based calibration metric showing that our approximate Bayesian framework significantly improves a retrieval model's ranking effectiveness through a risk aware reranking as well as its confidence calibration. Lastly, we demonstrate that this additional uncertainty information is actionable and reliable on down-stream tasks represented via cutoff prediction.

Automated Short Answer Scoring (ASAS) is a critical component in educational assessment. While traditional ASAS systems relied on rule-based algorithms or complex deep learning methods, recent advancements in Generative Language Models (GLMs) offer new opportunities for improvement. This study explores the application of GLMs to ASAS, leveraging their off-the-shelf capabilities and performance in various domains. We propose a novel pipeline that combines vector databases, transformer-based encoders, and GLMs to enhance short answer scoring accuracy. Our approach stores training responses in a vector database, retrieves semantically similar responses during inference, and employs a GLM to analyze these responses and determine appropriate scores. We further optimize the system through fine-tuned retrieval processes and prompt engineering. Evaluation on the SemEval 2013 dataset demonstrates a significant improvement on the SCIENTSBANK 3-way and 2-way tasks compared to existing methods, highlighting the potential of GLMs in advancing ASAS technology.

This paper is concerned with inference on the regression function of a high-dimensional linear model when outcomes are missing at random. We propose an estimator that combines a Lasso pilot estimate of the regression function with a bias correction term based on the weighted residuals of the Lasso regression. The weights depend on estimates of the missingness probabilities (propensity scores) and solve a convex optimization program that trades off bias and variance optimally. Provided that the propensity scores can be pointwise consistently estimated at in-sample data points, our proposed estimator for the regression function is asymptotically normal and semiparametrically efficient among all asymptotically linear estimators. Furthermore, the proposed estimator retains its asymptotic properties even if the propensity scores are estimated by modern machine learning techniques. We validate the finite-sample performance of the proposed estimator through comparative simulation studies and the real-world problem of inferring the stellar masses of galaxies in the Sloan Digital Sky Survey.

Evaluating large language models (LLMs) typically requires thousands of benchmark items, making the process expensive, slow, and increasingly impractical at scale. Existing evaluation protocols rely on average accuracy over fixed item sets, treating all items as equally informative despite substantial variation in difficulty and discrimination. We introduce ATLAS, an adaptive testing framework based on Item Response Theory (IRT) that estimates model ability using Fisher information-guided item selection. ATLAS reduces the number of required items by up to 90% while maintaining measurement precision. For instance, it matches whole-bank ability estimates using only 41 items (0.157 MAE) on HellaSwag (5,600 items). We further reconstruct accuracy from ATLAS's ability estimates and find that reconstructed accuracies closely match raw accuracies across all five benchmarks, indicating that ability θ preserves the global performance structure. At the same time, θ provides finer discrimination within accuracy-equivalent models: among more than 3,000 evaluated models, 23-31% shift by more than 10 rank positions, and models with identical accuracies receive meaningfully different ability estimates. Code and calibrated item banks are available at https://github.com/Peiyu-Georgia-Li/ATLAS.git.

Denoising Score Matching estimates the score of a noised version of a target distribution by minimizing a regression loss and is widely used to train the popular class of Denoising Diffusion Models. A well known limitation of Denoising Score Matching, however, is that it yields poor estimates of the score at low noise levels. This issue is particularly unfavourable for problems in the physical sciences and for Monte Carlo sampling tasks for which the score of the clean original target is known. Intuitively, estimating the score of a slightly noised version of the target should be a simple task in such cases. In this paper, we address this shortcoming and show that it is indeed possible to leverage knowledge of the target score. We present a Target Score Identity and corresponding Target Score Matching regression loss which allows us to obtain score estimates admitting favourable properties at low noise levels.

Large Language Models (LLMs) demonstrate strong capabilities in automated essay scoring (AES), but contemporary approaches typically employ fixed prompt selection, failing to address operational cost concerns and evolving optimal configurations. We propose a novel cost-aware approach that treats each prompt type as an arm in a multi-armed bandit (MAB) controller, enabling adaptive selection of optimal prompting strategies during inference. Our experiments on IELTS Writing Task 2 essays show that the MAB framework achieves comparable scoring accuracy to exhaustive grid search while reducing LLM calls by 78.4\% to find the best grading approach. We implemented four distinct grading recipes (multi-step vs. single-step assessment, with vs. without calibration examples) and found that the multi-step approach with examples achieves the highest accuracy. By tracking token usage and latency alongside agreement metrics, we produce the first cost-reliability learning curves for essay scoring, providing actionable insights for educational technology platforms that must balance operational costs against assessment validity. This work represents the first application of online control mechanisms to adaptively select prompting strategies in AES, transforming prompt selection from an offline hyperparameter optimization problem into an efficient online learning task.

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 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.

Large neural models (such as Transformers) achieve state-of-the-art performance for information retrieval (IR). In this paper, we aim to improve distillation methods that pave the way for the resource-efficient deployment of such models in practice. Inspired by our theoretical analysis of the teacher-student generalization gap for IR models, we propose a novel distillation approach that leverages the relative geometry among queries and documents learned by the large teacher model. Unlike existing teacher score-based distillation methods, our proposed approach employs embedding matching tasks to provide a stronger signal to align the representations of the teacher and student models. In addition, it utilizes query generation to explore the data manifold to reduce the discrepancies between the student and the teacher where training data is sparse. Furthermore, our analysis also motivates novel asymmetric architectures for student models which realizes better embedding alignment without increasing online inference cost. On standard benchmarks like MSMARCO, we show that our approach successfully distills from both dual-encoder (DE) and cross-encoder (CE) teacher models to 1/10th size asymmetric students that can retain 95-97% of the teacher performance.

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.

Score-based diffusion models learn to reverse a stochastic differential equation that maps data to noise. However, for complex tasks, numerical error can compound and result in highly unnatural samples. Previous work mitigates this drift with thresholding, which projects to the natural data domain (such as pixel space for images) after each diffusion step, but this leads to a mismatch between the training and generative processes. To incorporate data constraints in a principled manner, we present Reflected Diffusion Models, which instead reverse a reflected stochastic differential equation evolving on the support of the data. Our approach learns the perturbed score function through a generalized score matching loss and extends key components of standard diffusion models including diffusion guidance, likelihood-based training, and ODE sampling. We also bridge the theoretical gap with thresholding: such schemes are just discretizations of reflected SDEs. On standard image benchmarks, our method is competitive with or surpasses the state of the art without architectural modifications and, for classifier-free guidance, our approach enables fast exact sampling with ODEs and produces more faithful samples under high guidance weight.

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.

Suppose Alice trains an open-weight language model and Bob uses a blackbox derivative of Alice's model to produce text. Can Alice prove that Bob is using her model, either by querying Bob's derivative model (query setting) or from the text alone (observational setting)? We formulate this question as an independence testing problem--in which the null hypothesis is that Bob's model or text is independent of Alice's randomized training run--and investigate it through the lens of palimpsestic memorization in language models: models are more likely to memorize data seen later in training, so we can test whether Bob is using Alice's model using test statistics that capture correlation between Bob's model or text and the ordering of training examples in Alice's training run. If Alice has randomly shuffled her training data, then any significant correlation amounts to exactly quantifiable statistical evidence against the null hypothesis, regardless of the composition of Alice's training data. In the query setting, we directly estimate (via prompting) the likelihood Bob's model gives to Alice's training examples and order; we correlate the likelihoods of over 40 fine-tunes of various Pythia and OLMo base models ranging from 1B to 12B parameters with the base model's training data order, achieving a p-value on the order of at most 1e-8 in all but six cases. In the observational setting, we try two approaches based on estimating 1) the likelihood of Bob's text overlapping with spans of Alice's training examples and 2) the likelihood of Bob's text with respect to different versions of Alice's model we obtain by repeating the last phase (e.g., 1%) of her training run on reshuffled data. The second approach can reliably distinguish Bob's text from as little as a few hundred tokens; the first does not involve any retraining but requires many more tokens (several hundred thousand) to achieve high power.

Predicting human item difficulty is central to educational assessment, where reliable estimates support fairness and effective test construction. Existing methods often depend on costly human calibration or item-level textual representations, providing limited evidence about the cognitive processes that make items difficult. We argue that difficulty should be viewed not only as a property of item text, but also as an observable consequence of the problem-solving burden an item induces. Large Reasoning Models (LRMs) offer scalable process evidence through reasoning traces, but such evidence must be structured to support interpretable modeling. To this end, we introduce Epi2Diff (Episode to Difficulty), a framework that maps LRM reasoning traces into cognitively grounded episode sequences. These episodes group trace segments into functional problem-solving states, enabling difficulty to be modeled through reasoning scale, effort allocation, and state transitions. Epi2Diff extracts compact episode-dynamic features and combines them with semantic item representations for human difficulty prediction. Experiments on four real-world human difficulty datasets show that Epi2Diff consistently outperforms strong baselines, including fine-tuned small language models, LLM in-context learning, and supervised LLM adaptation. On SAT-derived classification benchmarks, Epi2Diff achieves an 8.1% average relative gain over supervised LLM fine-tuning baselines. Further analyses show that harder items induce more effortful, iterative, and implementation-centered episode dynamics, rather than merely longer responses. These results demonstrate that cognitive episodes in LRM reasoning traces provide a predictive and interpretable process representation for human item difficulty, offering a new lens for educational measurement with reasoning models.

AI tutors are most useful when they adapt to each student's strengths, weaknesses, and preferred guidance, but evidence about which guidance works for which student is sparse, slow, and costly to collect from real learners. Student simulators can provide this signal as a proxy, yet existing approaches are limited: state-tracking models fit student behavior but struggle to process explanations or corrections, while LLM role-play follows guidance fluently but does not reliably match the competence of the student being imitated. We present StudentSim, a training framework that turns sparse per-student data into individualized simulators through pooled training followed by per-student specialization. The resulting simulators both mirror a student's own responses and update them under tutor guidance. We also introduce StudentSimEval, a standardized protocol covering 60 students across chess, second-language English writing, and mathematics, using public learner datasets with de-identified records shared for research. StudentSimEval measures behavioral fidelity (F), or how well a simulator matches a student's responses, and guidance responsiveness (R), or how readily it updates under tutor guidance, with all methods fit and evaluated on the same records. Across all three domains, StudentSim outperforms GPT-5.4 on both metrics. In chess, StudentSim reaches F=0.51 and R=0.91, compared with 0.23 and 0.72 for GPT-5.4 and 0.45 and 0.27 for Maia2. As a proof of concept, using StudentSim as a reward model for tutor reinforcement learning produces a chess tutor that expert humans rate as more accurate, better-guided, and more personalized than a no-RL baseline and a tutor trained against a GPT-5.4 simulator reward. Code is available at https://github.com/microsoft/StudentSim.

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.

The evaluation paradigm of LLM-as-judge gains popularity due to its significant reduction in human labor and time costs. This approach utilizes one or more large language models (LLMs) to assess the quality of outputs from other LLMs. However, existing methods rely on generic scoring rubrics that fail to consider the specificities of each question and its problem-solving process, compromising precision and stability in assessments. Inspired by human examination scoring processes, we propose a new evaluation paradigm based on self-adaptive rubrics. Specifically, we create detailed scoring rubrics for each question, capturing the primary and secondary criteria in a structured format of scoring and deduction points that mimic a human evaluator's analytical process. Building on this paradigm, we further develop a novel benchmark called SedarEval, which covers a range of domains including long-tail knowledge, mathematics, coding, and logical reasoning. SedarEval consists of 1,000 meticulously crafted questions, each with its own self-adaptive rubric. To further streamline the evaluation, we train a specialized evaluator language model (evaluator LM) to supplant human graders. Using the same training data, our evaluator LM achieves a higher concordance rate with human grading results than other paradigms, including GPT-4, highlighting the superiority and efficiency of our approach. We release our dataset at https://github.com/wwn1233/sedareval.

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.

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.

Strictly proper scoring rules identify the true conditional class distribution at population level, but their curvature can alter optimization and finite-sample behavior. We study three multiclass objectives: a class-aware quadratic Bregman score (CAPM), a strongly convex generator with constrained log-cosh ridges (HPG), and an HPG objective with an annealed probability-margin penalty (APMS). CAPM is treated as a structured instance of established quadratic scoring-rule theory. We derive conditional-regret, curvature, range, and logit-gradient bounds for CAPM and HPG, and prove exact penalty-range and conditional-target displacement bounds for APMS. Controlled five-seed experiments use Digits, Wisconsin breast cancer, and synthetic confusion and long-tail problems under clean labels, symmetric and pair-flip corruption, class imbalance, calibration evaluation, input corruption, and first-order adversarial perturbations. The candidates are close to cross-entropy on clean data and show descriptive gains in some noisy-label cells, but the five-seed comparisons are interpreted descriptively rather than as significance evidence. The selected noisy-label baselines perform better on Digits with 40% symmetric label noise, and explicit prior-adjustment methods perform better in the 30:1 synthetic long-tail experiment. Ablations do not show a consistent benefit from the candidate-specific graph, ridge, or margin components. The mathematical analysis establishes the stated properties, and the experiments delimit the empirical evidence; together they do not support a claim of general superiority.

Self-verification and aggregation have emerged as popular approaches for bridging the gap between pass@1 and pass@N. However, increasing the number of candidates does not consistently narrow the gap between final-answer accuracy and pass@N. To understand this limitation, we use ranking error to measure how reliably models distinguish their correct generations from incorrect ones. We show that ranking error admits a bias-variance decomposition, with both components shaped by algorithmic design choices and inference compute. Across our experiments, additional compute reduces variance, while bias initially decreases before approaching a plateau. Guided by this analysis, we introduce Scorpio, a simple and general method that jointly scores randomly grouped candidates. Across math, code, and puzzle benchmarks, Scorpio improves verification, tree search, and aggregation. For verification, Scorpio improves accuracy over the strongest baseline by up to 7 percentage points while matching or exceeding that baseline's peak accuracy with 17-42% lower inference cost. For tree search, using Scorpio to score partial solutions and select the final answer improves accuracy by up to 10 percentage points over prior methods. Finally, Scorpio improves the scaling of aggregation-based methods by 11 percentage points on coding tasks.

Automated scoring engines are increasingly being used to score the free-form text responses that students give to questions. Such engines are not designed to appropriately deal with responses that a human reader would find alarming such as those that indicate an intention to self-harm or harm others, responses that allude to drug abuse or sexual abuse or any response that would elicit concern for the student writing the response. Our neural network models have been designed to help identify these anomalous responses from a large collection of typical responses that students give. The responses identified by the neural network can be assessed for urgency, severity, and validity more quickly by a team of reviewers than otherwise possible. Given the anomalous nature of these types of responses, our goal is to maximize the chance of flagging these responses for review given the constraint that only a fixed percentage of responses can viably be assessed by a team of reviewers.

Recent advances in retrieval models based on learned sparse representations generated by transformers have led us to, once again, consider score-at-a-time query evaluation techniques for the top-k retrieval problem. Previous studies comparing document-at-a-time and score-at-a-time approaches have consistently found that the former approach yields lower mean query latency, although the latter approach has more predictable query latency. In our experiments with four different retrieval models that exploit representational learning with bags of words, we find that transformers generate "wacky weights" that appear to greatly reduce the opportunities for skipping and early exiting optimizations that lie at the core of standard document-at-a-time techniques. As a result, score-at-a-time approaches appear to be more competitive in terms of query evaluation latency than in previous studies. We find that, if an effectiveness loss of up to three percent can be tolerated, a score-at-a-time approach can yield substantial gains in mean query latency while at the same time dramatically reducing tail latency.

A reasoning trace can accompany a correct answer without providing effective supervision for a particular student. We study how to construct traces that improve learning beyond answer-only supervision by considering both their intermediate content and their accessibility to the target learner. We introduce ReDiST, a student-conditioned trace-construction and distillation framework for evidence-rich reasoning. Starting from the student's own attempts, ReDiST revises answer-correct drafts against the supplied evidence and repairs unsuccessful drafts with additional guidance from the verified answer. A frozen student-matched reader screens and ranks original and edited candidates using answer recovery and verified-answer probability, given the question, evidence, and candidate trace. We distill the selected targets while balancing trace and final-answer supervision with an auxiliary answer loss. Construction and selection occur offline, and inference uses only the distilled student. Experiments on question-answering benchmarks show that ReDiST can improve both source-task and cross-benchmark performance over answer-only, original-trace, and the evaluated trace-selection and rewriting baselines. Across supervision recipes, performance rankings can differ between source and transfer benchmarks, highlighting the importance of evaluating trace teaching utility across distributions.

The growing popularity of data mining catalyses the researchers to explore various exciting aspects of education. Early prediction of student performance is an emerging area among them. The researchers have used various predictors in performance modelling studies. Although prior cognition can affect student performance, establishing their relationship is still an open research challenge. Quantifying the knowledge from readily available data is the major challenge here. We have proposed a semantic approach for this purpose. Association mining on nearly 0.35 million observations establishes that prior cognition impacts the student performance. The proposed approach of measuring domain knowledge can help the early performance modelling studies to use it as a predictor.

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.

We develop a unified mathematical framework for certified Top-k attention truncation that quantifies approximation error at both the distribution and output levels. For a single attention distribution P and its Top-k truncation hat P, we show that the total-variation distance coincides with the discarded softmax tail mass and satisfies TV(P,hat P)=1-e^{-KL(hat PVert P)}, yielding sharp Top-k-specific bounds in place of generic inequalities. From this we derive non-asymptotic deterministic bounds -- from a single boundary gap through multi-gap and blockwise variants -- that control TV(P,hat P) using only the ordered logits. Using an exact head-tail decomposition, we prove that the output error factorizes as |Attn(q,K,V)-Attn_k(q,K,V)|_2=τ|μ_{tail}-μ_{head}|_2 with τ=TV(P,hat P), yielding a new head-tail diameter bound |Attn(q,K,V)-Attn_k(q,K,V)|_2leτ,diam_{H,T} and refinements linking the error to Var_P(V). Under an i.i.d. Gaussian score model s_isimmathcal N(μ,σ^2) we derive closed-form tail masses and an asymptotic rule for the minimal k_varepsilon ensuring TV(P,hat P)levarepsilon, namely k_varepsilon/napproxΦ_c(σ+Φ^{-1}(varepsilon)). Experiments on bert-base-uncased and synthetic logits confirm the predicted scaling of k_varepsilon/n and show that certified Top-k can reduce scored keys by 2-4times on average while meeting the prescribed total-variation budget.

Automatic Short Answer Scoring (ASAS) is central to NLP for Education. However, openly available benchmarks remain scarce, and existing datasets largely address how well students answer a question directly rather than how well they master underlying concepts (knowledge elements) such as thermal energy or epistemic activities (skills) such as reasoning or claim. To address this gap, we introduce Alice, a large-scale, rubric-based German ASAS dataset that is pedagogically aligned and comprises three subtasks: (i) learning performance (Alice-LP), (ii) knowledge elements (Alice-KE), and (iii) skills (Alice-SK). We further formulate rubric-based ASAS as a rubric-retrieval task and benchmark the dataset with a range of language models, from encoder-only models to lightweight LLMs. We also benchmark the dataset with zero-shot prompting via LLMs and a standard classification baseline. The experiments show that LLMs, in particular, struggle to score knowledge elements and skills in the zero-shot setting. They also indicate that rubric text is often useful, especially for Alice-KE and Alice-SK, while on Alice-LP gains over sample-solution-focused inputs are more modest and vary by model and input format.

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.

Comprehensive evaluations of language models (LM) during both development and deployment phases are necessary because these models possess numerous capabilities (e.g., mathematical reasoning, legal support, or medical diagnostic) as well as safety risks (e.g., racial bias, toxicity, or misinformation). The average score across a wide range of benchmarks provides a signal that helps guide the use of these LMs in practice. Currently, holistic evaluations are costly due to the large volume of benchmark questions, making frequent evaluations impractical. A popular attempt to lower the cost is to compute the average score on a subset of the benchmark. This approach, unfortunately, often renders an unreliable measure of LM performance because the average score is often confounded with the difficulty of the questions in the benchmark subset. Item response theory (IRT) was designed to address this challenge, providing a reliable measurement by careful controlling for question difficulty. Unfortunately, question difficulty is expensive to estimate. Facing this challenge, we train a model that predicts question difficulty from its content, enabling a reliable measurement at a fraction of the cost. In addition, we leverage this difficulty predictor to further improve the evaluation efficiency through training a question generator given a difficulty level. This question generator is essential in adaptive testing, where, instead of using a random subset of the benchmark questions, informative questions are adaptively chosen based on the current estimation of LLM performance. Experiments on 22 common natural language benchmarks and 172 LMs show that this approach is more reliable and efficient compared to current common practice.

Current question-answering benchmarks predominantly focus on accuracy in realizable prediction tasks. Conditioned on a question and answer-key, does the most likely token match the ground truth? Such benchmarks necessarily fail to evaluate LLMs' ability to quantify ground-truth outcome uncertainty. In this work, we focus on the use of LLMs as risk scores for unrealizable prediction tasks. We introduce folktexts, a software package to systematically generate risk scores using LLMs, and evaluate them against US Census data products. A flexible API enables the use of different prompting schemes, local or web-hosted models, and diverse census columns that can be used to compose custom prediction tasks. We evaluate 17 recent LLMs across five proposed benchmark tasks. We find that zero-shot risk scores produced by multiple-choice question-answering have high predictive signal but are widely miscalibrated. Base models consistently overestimate outcome uncertainty, while instruction-tuned models underestimate uncertainty and produce over-confident risk scores. In fact, instruction-tuning polarizes answer distribution regardless of true underlying data uncertainty. This reveals a general inability of instruction-tuned LLMs to express data uncertainty using multiple-choice answers. A separate experiment using verbalized chat-style risk queries yields substantially improved calibration across instruction-tuned models. These differences in ability to quantify data uncertainty cannot be revealed in realizable settings, and highlight a blind-spot in the current evaluation ecosystem that folktexts covers.

Data assimilation is the process of estimating the time-evolving state of a dynamical system by integrating model predictions and noisy observations. It is commonly formulated as Bayesian filtering, but classical filters often struggle with accuracy or computational feasibility in high dimensions. Recently, score-based generative models have emerged as a scalable approach for high-dimensional data assimilation, enabling accurate modeling and sampling of complex distributions. However, existing score-based filters often specify the forward process independently of the data assimilation. As a result, the measurement-update step depends on heuristic approximations of the likelihood score, which can accumulate errors and degrade performance over time. Here, we propose a measurement-aware score-based filter (MASF) that defines a measurement-aware forward process directly from the measurement equation. This construction makes the likelihood score analytically tractable: for linear measurements, we derive the exact likelihood score and combine it with a learned prior score to obtain the posterior score. Numerical experiments covering a range of settings, including high-dimensional datasets, demonstrate improved accuracy and stability over existing score-based filters.

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.

Standard LLM evaluation practices compress diverse abilities into single scores, obscuring their inherently multidimensional nature. We present JE-IRT, a geometric item-response framework that embeds both LLMs and questions in a shared space. For question embeddings, the direction encodes semantics and the norm encodes difficulty, while correctness on each question is determined by the geometric interaction between the model and question embeddings. This geometry replaces a global ranking of LLMs with topical specialization and enables smooth variation across related questions. Building on this framework, our experimental results reveal that out-of-distribution behavior can be explained through directional alignment, and that larger norms consistently indicate harder questions. Moreover, JE-IRT naturally supports generalization: once the space is learned, new LLMs are added by fitting a single embedding. The learned space further reveals an LLM-internal taxonomy that only partially aligns with human-defined subject categories. JE-IRT thus establishes a unified and interpretable geometric lens that connects LLM abilities with the structure of questions, offering a distinctive perspective on model evaluation and generalization.

We present SURE-Score: an approach for learning score-based generative models using training samples corrupted by additive Gaussian noise. When a large training set of clean samples is available, solving inverse problems via score-based (diffusion) generative models trained on the underlying fully-sampled data distribution has recently been shown to outperform end-to-end supervised deep learning. In practice, such a large collection of training data may be prohibitively expensive to acquire in the first place. In this work, we present an approach for approximately learning a score-based generative model of the clean distribution, from noisy training data. We formulate and justify a novel loss function that leverages Stein's unbiased risk estimate to jointly denoise the data and learn the score function via denoising score matching, while using only the noisy samples. We demonstrate the generality of SURE-Score by learning priors and applying posterior sampling to ill-posed inverse problems in two practical applications from different domains: compressive wireless multiple-input multiple-output channel estimation and accelerated 2D multi-coil magnetic resonance imaging reconstruction, where we demonstrate competitive reconstruction performance when learning at signal-to-noise ratio values of 0 and 10 dB, respectively.

Probabilistic models are typically trained using task-agnostic objectives like log-loss, which can lead to significant errors in downstream estimation. This disconnect is especially critical in Inverse Probability Weighting (IPW) for causal inference, where propensity score errors near 0 and 1 often lead to high bias and variance. We propose a principled framework for deriving task-specific strictly proper scoring rules by matching the local curvature of the downstream error metric. We apply this to the Average Treatment Effect (ATE) estimation, deriving a closed-form loss and its corresponding canonical probability mapping that can be readily integrated with any model like a neural network or a gradient boosting algorithm. Extensive evaluations on causal inference benchmarks demonstrate that our tailored objective consistently outperforms standard likelihood-based and covariate-balancing approaches.

Mathematical supervision for language models is typically flattened into isolated problem-solution pairs, discarding the curricular organization and evidential structure of the original sources. We introduce TOME-Math (Textbook-Oriented Mathematical Evidence), a large-scale corpus that converts 2,118 textbooks spanning the core areas of university-level mathematics subjects into approximately 380K structured proof-supervision records while preserving chapter order, proposition-proof links, dependency references, and source provenance. Leveraging these structural signals, we explore curriculum learning across multiple mathematical subjects and characterize scaling patterns with supervision volume and source breadth. At full scale, fine-tuning on TOME-Math raises the unweighted mean score across our held-out evaluations and established public benchmarks by 16.7 percentage points over the base model, while exceeding all three public instruction-data baselines evaluated in aggregate. Our findings highlight structured textbooks as both a scalable source of mathematical supervision and an empirical framework for studying the impact of data organization on mathematical reasoning. We will release the corpus to facilitate further research on structured mathematical supervision.

Large language models (LLMs) are increasingly deployed as tutors, but it is unclear whether they support all students equally well. We introduce EduFair-Bench, a benchmark for auditing the pedagogical fairness of LLM tutors---whether tutoring quality varies systematically with student demographics. EduFair-Bench pairs a multi-domain question bank (mathematics, physics, chemistry) with a controlled simulation in which a fixed LLM student interacts with each tutor across nine demographic levels spanning four dimensions: gender, immigration background, first language, and socioeconomic status (SES). Tutoring quality is scored on five turn-level pedagogical metrics and four conversation-level dimensions, using an LLM judge validated against three-annotator consensus on 180 tutor turns. Bias is measured via paired Wilcoxon signed-rank tests and bootstrap effect-size confidence intervals. Two ablations (demographic cues conveyed through names; conflicting demographic information between tutor and student) disentangle tutor-driven from student-driven bias. Across five tutors, we find that model capability and demographic fairness are largely orthogonal: the smallest model is the most consistent while the four more capable tutors all exhibit wide demographic gaps with no clear capability-to-fairness ordering, pedagogy-specific RL training redistributes rather than removes bias, and language- and immigration-related cues produce larger gaps than gender- and SES-related cues.

In this paper, we investigate how efficiently large language models (LLM) can be trained to check whether an answer is already stored in their parametric memory. We distill an LLM-as-a-judge to compute the IK (I Know) score. We found that this method is particularly beneficial in the context of retrieval-assisted augmented generation (RAG), with a respectable accuracy of 80%. It enables a significant reduction (more than 50%) in the number of search and reranking steps required for certain data sets. We have also introduced the IK score, which serves as a useful tool for characterising datasets by facilitating the classification task. Interestingly, through the inclusion of response tokens as input, our results suggest that only about 20,000 training samples are required to achieve good performance. The central element of this work is the use of a teacher model - the LLM as a judge - to generate training data. We also assess the robustness of the IK classifier by evaluating it with various types of teachers, including both string-based methods and LLMs, with the latter providing better results.

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, Logistic Knowledge Tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to 6 learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. The models presented here avoid student-level fixed parameters to increase generalizability. We also introduce features to stand in for these intercepts. We argue that to be maximally applicable, a learner model needs to adapt to student differences, rather than needing to be pre-parameterized with the level of each student's ability.

Evaluating software agents on a full benchmark is expensive. A small task subset can preserve agent rankings while yielding inaccurate scores. Historical responses provide useful structure, but tasks with identical source responses can have different outcomes for a new target agent. We introduce Hierarchical Score Posterior Recovery (HSPR), which combines source-fitted response factors with uncertain group success rates. Observed target outcomes update the posteriors over the target latent state and group rates; posterior-guided acquisition selects subsequent tasks. Its score-based criterion equals the expected one-step reduction in full-score posterior variance. Observed successes and posterior-predictive counts for unqueried tasks yield a full-score posterior. The final estimate uses its median with source-selected calibration. At a 10% task budget on four task banks from the SWE-bench family, HSPR achieves the lowest mean absolute error (MAE) on three banks and the lowest maximum absolute error (MaxErr) on all four among the methods compared. Removing group uncertainty or replacing adaptive queries increases macro MAE in the respective controls. Macro MAE decreases across 5-20% budgets.

Subjective Answer Grading (SAG) plays a crucial role in education, standardized testing, and automated assessment systems, particularly for evaluating short-form responses in Short Answer Scoring (SAS). However, existing approaches often produce coarse-grained scores and lack detailed reasoning. Although large language models (LLMs) have demonstrated potential as zero-shot evaluators, they remain susceptible to bias, inconsistencies with human judgment, and limited transparency in scoring decisions. To overcome these limitations, we introduce SAS-Bench, a benchmark specifically designed for LLM-based SAS tasks. SAS-Bench provides fine-grained, step-wise scoring, expert-annotated error categories, and a diverse range of question types derived from real-world subject-specific exams. This benchmark facilitates detailed evaluation of model reasoning processes and explainability. We also release an open-source dataset containing 1,030 questions and 4,109 student responses, each annotated by domain experts. Furthermore, we conduct comprehensive experiments with various LLMs, identifying major challenges in scoring science-related questions and highlighting the effectiveness of few-shot prompting in improving scoring accuracy. Our work offers valuable insights into the development of more robust, fair, and educationally meaningful LLM-based evaluation systems.

Language models (LMs) should provide reliable confidence estimates to help users detect mistakes in their outputs and defer to human experts when necessary. Asking a language model to assess its confidence ("Score your confidence from 0-1.") is a natural way of evaluating its uncertainty. However, models struggle to provide absolute assessments of confidence (i.e. judging confidence in answering a question independent of other questions) and the coarse-grained scores they produce are not useful for evaluating the correctness of their answers. We propose relative confidence estimation, where we match up questions against each other and ask the model to make relative judgments of confidence ("Which question are you more confident in answering correctly?"). Treating each question as a "player" in a series of matchups against other questions and the model's preferences as match outcomes, we can use rank aggregation methods like Elo rating and Bradley-Terry to translate the model's confidence preferences into confidence scores. We evaluate relative confidence estimation against absolute confidence estimation and self-consistency confidence methods on five state-of-the-art LMs -- GPT-4, GPT-4o, Gemini 1.5 Pro, Claude 3.5 Sonnet, and Llama 3.1 405B -- across 14 challenging STEM, social science, and commonsense reasoning question answering tasks. Our results demonstrate that relative confidence estimation consistently provides more reliable confidence scores than absolute confidence estimation, with average gains of 3.5% in selective classification AUC over direct absolute confidence estimation methods and 1.7% over self-consistency approaches across all models and datasets.

Many automated decisions in education involve choosing from a fixed set of options: assigning a rubric score, checking whether an answer meets a marking criterion, or identifying the first wrong step in a solution. Generative language models are increasingly used to make these decisions, but their responses require parsing, longer outputs increase inference costs, and confidence expressed in words does not necessarily reflect the probability of being correct. We present EDU-Jev, a family of single-pass ("System One") decision models at 0.8B, 2B and 4B parameters. Given an assessment context and a question with predefined answer options, the model returns a probability distribution over those options without generating text. A pointer head scores a marker for each option, ensuring the predictions are restricted to the allowed choices. Training uses a single supervised stage with soft cross-entropy against the available target label distributions; calibration is assessed empirically. Across twelve education benchmarks, EDU-Jev 4B achieves an average accuracy of 67.6%, exceeding the strongest of five commercial decision APIs by 9.4 percentage points and the best open 4B decision model by 18.7 points. On four cross-domain education sets, it matches the strongest API, which remains ahead on general decision-making and reasoning tasks. The 2B model processes about 150 decisions per second on a single H100 GPU.

Directly learning from examples of random difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order, from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. This paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF), drawing inspiration from psychometrics. We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty values. Leveraging IRT, we propose a Dynamic Data Selection via Model Ability Estimation (DDS-MAE) strategy to schedule the appropriate amount of data during model training. Since our difficulty labeling and model ability estimation are based on a consistent theory, namely IRT, their values are comparable within the same scope, potentially leading to a faster convergence compared to the other CL methods. Experimental results demonstrate that fine-tuning pre-trained language models with PUDF enhances their performance on the GLUE benchmark. Moreover, PUDF surpasses other state-of-the-art (SOTA) CL methods on the GLUE benchmark. We further explore the components of PUDF, namely the difficulty measurer (IRT-AC) and the training scheduler (DDS-MAE) qualitatively and quantitatively. Lastly, we conduct an ablation study to clarify which components of PUDF contribute to faster convergence and higher accuracy.

Fine-grained image recognition classifies subcategories such as bird species or car models. While state-of-the-art (SOTA) models are accurate, they are often too resource-intensive for deployment on constrained devices. Knowledge distillation addresses this by transferring knowledge from a large teacher model to a smaller student model. A key challenge is selecting the right teacher, as it heavily impacts student performance. This paper introduces a teacher selection metric, Ratio 1-2, based on teacher prediction ratios. Extensive analysis of over one thousand experiments across 3 students, 8 teachers, and 8 datasets under 4 training strategies demonstrates that our metric improves teacher selection by 18\% over previous methods, enabling small student models to achieve up to 17\% accuracy gains. Experiment codebase is available at: https://github.com/arkel23/FGIR-KD-Teacher{https://github.com/arkel23/FGIR-KD-Teacher}.

The rise of large language models (LLMs) has brought a critical need for high-quality human-labeled data, particularly for processes like human feedback and evaluation. A common practice is to label data via consensus annotation over crowdworker judgments. However, annotators' judgments for subjective tasks can differ in many ways: they may have different qualitative judgments about an example, and they may map those to a labeling scheme in different ways. We show that these nuances can be captured by natural language explanations, and propose a method to rescale ordinal annotations and explanations using LLMs. Specifically, we feed annotators' Likert ratings and corresponding explanations into an LLM and prompt it to produce a numeric score anchored in a scoring rubric. These scores should reflect the annotators' underlying assessments of the example. The rubric can be designed or modified after annotation, and include distinctions that may not have been known when the original error taxonomy was devised. We explore our technique in the context of rating system outputs for a document-grounded question answering task, where LLMs achieve near-human performance. Our method rescales the raw judgments without impacting agreement and brings the scores closer to human judgments grounded in the same scoring rubric.

Deep learning based knowledge tracing model has been shown to outperform traditional knowledge tracing model without the need for human-engineered features, yet its parameters and representations have long been criticized for not being explainable. In this paper, we propose Deep-IRT which is a synthesis of the item response theory (IRT) model and a knowledge tracing model that is based on the deep neural network architecture called dynamic key-value memory network (DKVMN) to make deep learning based knowledge tracing explainable. Specifically, we use the DKVMN model to process the student's learning trajectory and estimate the student ability level and the item difficulty level over time. Then, we use the IRT model to estimate the probability that a student will answer an item correctly using the estimated student ability and the item difficulty. Experiments show that the Deep-IRT model retains the performance of the DKVMN model, while it provides a direct psychological interpretation of both students and items.

Commonly used evaluation measures including Recall, Precision, F-Measure and Rand Accuracy are biased and should not be used without clear understanding of the biases, and corresponding identification of chance or base case levels of the statistic. Using these measures a system that performs worse in the objective sense of Informedness, can appear to perform better under any of these commonly used measures. We discuss several concepts and measures that reflect the probability that prediction is informed versus chance. Informedness and introduce Markedness as a dual measure for the probability that prediction is marked versus chance. Finally we demonstrate elegant connections between the concepts of Informedness, Markedness, Correlation and Significance as well as their intuitive relationships with Recall and Precision, and outline the extension from the dichotomous case to the general multi-class case.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

We present GSM-MC, a multiple-choice (MC) dataset constructed by collecting answers and incorrect predictions on GSM8K from 60 open-source models. Through extensive experiments, we show that LLMs' performance on the MC version of this popular benchmark is strongly correlated with their performance on the original version and is quite robust to distractor choices and option orders, while the evaluation time is reduced by a factor of up to 30. Following similar procedures, we introduce MATH-MC, constructed from MATH, and PythonIO, a new program reasoning MC dataset constructed from HumanEval and MBPP. Experimental results indicate that LLMs' performance on these MC benchmarks leaves much room for improvement. Our data and code are available at https://github.com/Geralt-Targaryen/MC-Evaluation.

Leveraging the models' outputs, specifically the logits, is a common approach to estimating the test accuracy of a pre-trained neural network on out-of-distribution (OOD) samples without requiring access to the corresponding ground truth labels. Despite their ease of implementation and computational efficiency, current logit-based methods are vulnerable to overconfidence issues, leading to prediction bias, especially under the natural shift. In this work, we first study the relationship between logits and generalization performance from the view of low-density separation assumption. Our findings motivate our proposed method MaNo which (1) applies a data-dependent normalization on the logits to reduce prediction bias, and (2) takes the L_p norm of the matrix of normalized logits as the estimation score. Our theoretical analysis highlights the connection between the provided score and the model's uncertainty. We conduct an extensive empirical study on common unsupervised accuracy estimation benchmarks and demonstrate that MaNo achieves state-of-the-art performance across various architectures in the presence of synthetic, natural, or subpopulation shifts.

This article initiates the study of a basic question about model pruning. Given a vector s of importance scores assigned to model components, how many of the scored components could be discarded without sacrificing performance? We propose Effective Model Pruning (EMP), which derives the desired sparsity directly from the score distribution using the notion of effective sample size from particle filtering, also known as the inverse Simpson index. Rather than prescribe a pruning criterion, EMP supplies a universal adaptive threshold derived from the distribution of the score s over the model components: EMP maps s to a number N_{eff}=N_{eff}(s), called the effective sample size. The N-N_{eff} lowest scoring components are discarded. A tight lower bound on the effective mass s_{eff} (the sum of retained normalized scores) in terms of N_{eff} is derived. This process yields models with a provable upper bound on the loss change relative to the original dense model. Numerical experiments are performed demonstrating this phenomenon across a variety of network architectures including MLPs, CNNs, Transformers, LLMs, and KAN. It is also shown that EMP addresses a rich set of pruning criteria such as weight magnitude, attention score, KAN importance score, and even feature-level signals such as image pixels.

Evaluating models and datasets in computer vision remains a challenging task, with most leaderboards relying solely on accuracy. While accuracy is a popular metric for model evaluation, it provides only a coarse assessment by considering a single model's score on all dataset items. This paper explores Item Response Theory (IRT), a framework that infers interpretable latent parameters for an ensemble of models and each dataset item, enabling richer evaluation and analysis beyond the single accuracy number. Leveraging IRT, we assess model calibration, select informative data subsets, and demonstrate the usefulness of its latent parameters for analyzing and comparing models and datasets in computer vision.

Large Language Models (LLMs) are commonly used as evaluators in various applications, but the reliability of the outcomes remains a challenge. One such challenge is using LLMs-as-judges for direct assessment, i.e., assigning scores from a specified range without any references. We first show that this challenge stems from LLM judge outputs being associated with score range bias, i.e., LLM judge outputs are highly sensitive to pre-defined score ranges, preventing the search for optimal score ranges. We also show that similar biases exist among models from the same family. We then mitigate this bias through contrastive decoding, achieving up to 11.3% relative improvement on average in Spearman correlation with human judgments across different score ranges.

Fixed-cardinality retrieval injects a constant top-K chunks into the generator regardless of query complexity, causing over-retrieval for narrow queries and under-retrieval for compositional ones. We describe ScoreGate, a lightweight score-space decision mechanism that controls retrieval cardinality at inference time using two scores already produced by the standard pipeline: bi-encoder similarity s_i and cross-encoder reranker score r_i, with no additional model inference calls required. Its core insight is that cross-encoder affirmation can rescue semantically relevant chunks that bi-encoder retrieval ranks poorly due to vocabulary mismatch -- a failure mode unaddressed by fixed-K or single-score thresholding. On MS MARCO (200 dev queries), ScoreGate achieves MRR@10 = 0.401 with 35% fewer retained chunks than Standard Top-K. On an internal benchmark (n=300, Fleiss' kappa=0.87), ScoreGate observed zero false positives (95% CI [96.4%, 100%]) at 97.77-99.34% recall, with 34.8% fewer tokens per query and only 31ms added latency. Results on both MS MARCO and real-world production traffic suggest that adaptive retrieval cardinality can improve retrieval efficiency without degrading retrieval quality.

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.

Recommendation systems (RS) aim to provide personalized content, but they face a challenge in unbiased learning due to selection bias, where users only interact with items they prefer. This bias leads to a distorted representation of user preferences, which hinders the accuracy and fairness of recommendations. To address the issue, various methods such as error imputation based, inverse propensity scoring, and doubly robust techniques have been developed. Despite the progress, from the structural causal model perspective, previous debiasing methods in RS assume the independence of the exogenous variables. In this paper, we release this assumption and propose a learning algorithm based on likelihood maximization to learn a prediction model. We first discuss the correlation and difference between unmeasured confounding and our scenario, then we propose a unified method that effectively handles latent exogenous variables. Specifically, our method models the data generation process with latent exogenous variables under mild normality assumptions. We then develop a Monte Carlo algorithm to numerically estimate the likelihood function. Extensive experiments on synthetic datasets and three real-world datasets demonstrate the effectiveness of our proposed method. The code is at https://github.com/WallaceSUI/kdd25-background-variable.

Estimating the difficulty of exam questions is essential for developing good exams, but professors are not always good at this task. We compare various Large Language Model-based methods with three professors in their ability to estimate what percentage of students will give correct answers on True/False exam questions in the areas of Neural Networks and Machine Learning. Our results show that the professors have limited ability to distinguish between easy and difficult questions and that they are outperformed by directly asking Gemini 2.5 to solve this task. Yet, we obtained even better results using uncertainties of the LLMs solving the questions in a supervised learning setting, using only 42 training samples. We conclude that supervised learning using LLM uncertainty can help professors better estimate the difficulty of exam questions, improving the quality of assessment.

We describe our system for LitTraceQA (GroundLM @ EMNLP 2026): given a research question, retrieve the relevant papers from a pool of 27,487, cite the page and the table or figure where the answer lives, and answer in a requested format. Our main finding is that evidence grounding is limited by retrieval, not by reading. The page selector put the annotator's page, which we call the gold page, in front of the model that locates evidence only about half the time (52.6% gold-page recall), while that model, given the page, cited the right one in 45 of the 48 locators it emitted (94%). When the page was missing it rarely said so: of 45 such cases it returned nothing 14 times, a wrong page 24 times, and a correct page 7 times, so the pipeline failed quietly almost twice as often as it failed visibly. Since the failure was that the right page was never shown, the fix is to stop choosing: each retrieved paper fits in the model's context, so we show it whole. Page ranking survives only as a fallback inside papers too long to fit, which no test-split paper was, and gold-page recall reaches 100% on the papers we can parse. Separately, questions that identify their target by position rather than content, such as "the first author of the 24th reference", are served by parsing rather than retrieval: we resolve the bibliography into an addressable list, which also supplies identifiers the evidence metric scores. The final system scores 0.762 paper F_1, 0.441 evidence F_1 and 0.920 multiple-choice accuracy on the held-out test split. Because the pipeline depends on a closed model without seed control, we release a harness that verifies the paper's central claims against committed artifacts.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

Score-based diffusion models, while achieving remarkable empirical performance, often suffer from low sampling speed, due to extensive function evaluations needed during the sampling phase. Despite a flurry of recent activities towards speeding up diffusion generative modeling in practice, theoretical underpinnings for acceleration techniques remain severely limited. In this paper, we design novel training-free algorithms to accelerate popular deterministic (i.e., DDIM) and stochastic (i.e., DDPM) samplers. Our accelerated deterministic sampler converges at a rate O(1/{T}^2) with T the number of steps, improving upon the O(1/T) rate for the DDIM sampler; and our accelerated stochastic sampler converges at a rate O(1/T), outperforming the rate O(1/T) for the DDPM sampler. The design of our algorithms leverages insights from higher-order approximation, and shares similar intuitions as popular high-order ODE solvers like the DPM-Solver-2. Our theory accommodates ell_2-accurate score estimates, and does not require log-concavity or smoothness on the target distribution.

Evaluating AI tutor responses requires more than factual correctness: tutors must identify mistakes, locate errors, provide guidance, and offer actionable next steps. We present GRADE, a systematic study of open-source models for pedagogical ability assessment in student-tutor dialogues. Building on the BEA 2025 TutorMind setting, we evaluate 120 configurations across five language models, zero-shot inference, LoRA fine-tuning, synthetic augmentation, CoT+Reasoning, and single-task versus multitask formulations. Gemma3-12B performs best for single-task evaluation, while Gemma3-27B in 8-bit precision is more reliable for multitask prediction. We find that augmentation helps models that struggle with the original data, verification adds limited gains despite higher cost, and CoT+Reasoning is more useful for synthetic data generation than direct classification. We further show that LoRA fine-tuning on structured classification objectives interferes with instruction-following behavior under thinking mode, redirecting generation away from the required evaluation format. Carbon analysis shows that model choice and reasoning mode substantially affect emissions. Overall, GRADE shows that carefully selected open-source LoRA pipelines can match or surpass proprietary and ensemble-based systems on key pedagogical dimensions, with code and data available at https://github.com/pvbgeek/GRADE.

We develop an econometric framework integrating heavy-tailed Student's t distributions with behavioral probability weighting while preserving infinite divisibility. Using 432{,}752 observations across 86 assets (2004--2024), we demonstrate Student's t specifications outperform Gaussian models in 88.4\% of cases. Bounded probability-weighting transformations preserve mathematical properties required for dynamic pricing. Gaussian models underestimate 99\% Value-at-Risk by 19.7\% versus 3.2\% for our specification. Joint estimation procedures identify tail and behavioral parameters with established asymptotic properties. Results provide robust inference for asset-pricing applications where heavy tails and behavioral distortions coexist.

This study evaluates the performance of ChatGPT variants, GPT-3.5 and GPT-4, both with and without prompt engineering, against solely student work and a mixed category containing both student and GPT-4 contributions in university-level physics coding assignments using the Python language. Comparing 50 student submissions to 50 AI-generated submissions across different categories, and marked blindly by three independent markers, we amassed n = 300 data points. Students averaged 91.9% (SE:0.4), surpassing the highest performing AI submission category, GPT-4 with prompt engineering, which scored 81.1% (SE:0.8) - a statistically significant difference (p = 2.482 times 10^{-10}). Prompt engineering significantly improved scores for both GPT-4 (p = 1.661 times 10^{-4}) and GPT-3.5 (p = 4.967 times 10^{-9}). Additionally, the blinded markers were tasked with guessing the authorship of the submissions on a four-point Likert scale from `Definitely AI' to `Definitely Human'. They accurately identified the authorship, with 92.1% of the work categorized as 'Definitely Human' being human-authored. Simplifying this to a binary `AI' or `Human' categorization resulted in an average accuracy rate of 85.3%. These findings suggest that while AI-generated work closely approaches the quality of university students' work, it often remains detectable by human evaluators.