Daily Papers

We introduce Kwai Keye-VL-2.0-30B-A3B, an open-source Mixture-of-Experts (MoE) multimodal foundation model designed to advance long-video understanding and agentic intelligence. To address the challenges of ultra-long contexts, information redundancy, and prohibitive computational costs inherent in hour-level videos, Keye-VL-2.0 is the first to adapt DeepSeek Sparse Attention (DSA) to GQA-based multimodal architectures, enabling lossless 256K context processing while capturing critical frames and long-range temporal dependencies. This architecture is underpinned by a highly optimized training and inference infrastructure, including scalable video I/O, heterogeneous ViT-LM parallelism, and custom DSA kernels that significantly maximize throughput and minimize computational overhead. Furthermore, to overcome the algorithmic dilemma of catastrophic forgetting during multi-task alignment, we introduce Cross-Modal Multi-Teacher On-Policy Distillation (MOPD) paired with Context-RL and Video-RL. By distilling dense token-level teacher feedback from on-policy rollouts back into the MoE backbone, which activates only 3B parameters, Keye-VL-2.0 natively empowers advanced agent collaboration across Code, Tool, and Search scenarios with multimodal self-correction. Extensive evaluations across video understanding, temporal grounding, reasoning, STEM, and agent benchmarks demonstrate that Keye-VL-2.0-30B-A3B achieves state-of-the-art performance among models of similar scale, particularly excelling in fine-grained temporal localization on TimeLens and long-video comprehension on Video-MME-v2 and LongVideoBench. We release our model checkpoints to accelerate community progress toward scalable and robust multimodal agentic applications.

Self-distillation enables language models to learn on-policy from their own trajectories by using the same model as both student and teacher, with the teacher being conditioned on privileged information unavailable to the student. Such information can come in different types or views, such as solutions, demonstrations, feedback, or final answers. This setup provides dense token-level feedback without relying on a separate external model, but creates a fundamental asymmetry: the teacher may rely on view-specific information that the student cannot access at inference time. Moreover, the best type of privileged information is often task-dependent, making it difficult to choose a single teacher view. In this work, we address both these challenges jointly by introducing AVSD (Adaptive-View Self-Distillation), a novel method of self-distillation with multiple privileged-information views, which reconstructs token-level supervision by separating stable cross-view consensus from view-specific residual signals. AVSD identifies the consensus signal shared across views, which provides a reliable update direction, and then selectively adds the view-specific residual signal to adjust the update magnitude when it both aligns with the consensus direction and remains proportionate to the consensus signal. Experiments on math competition benchmarks (AIME24, AIME25, and HMMT25) show that AVSD consistently outperforms both single-view self-distillation baselines and GRPO, achieving average Avg@8 gains of 3.1% and 2.2% over the strongest baselines on Qwen3-8B and Qwen3-4B, respectively. Moreover, on code-generation benchmarks (Codeforces, LiveCodeBench v6) using Qwen3-8B, AVSD outperforms the single-view self-distillation baseline by 2.4% on average.

On-Policy Distillation (OPD) trains a student model on its own generative trajectories under dense token-level feedback from a stronger teacher, mitigating both the off-policy distribution shift of Supervised Fine-Tuning (SFT) and the sparse credit assignment of Reinforcement Learning (RL). However, standard OPD faces two coupled limitations. First, it requires direct access to the teacher's token-level logits, excluding a broad class of capable proprietary models from serving as teachers. Second, the token-level logit signal itself is brittle, depending on a narrow overlap of plausible next tokens between teacher and student, and prone to amplifying degenerate patterns such as repetition loops. In this paper, we introduce OmniOPD, a novel framework that addresses both limitations through a logit-free, chunk-level supervision signal. OmniOPD replaces deterministic logit matching with Monte Carlo rollouts that approximate the teacher's local preferences through a continuous semantic similarity metric over multi-token chunks, and concentrates this supervision via a peak-entropy scheduler that audits the student only at its high-uncertainty reasoning forks. A Dirichlet-Multinomial Bayesian prior and a base-model KL anchor further bound the variance of discrete sampling and prevent policy collapse across unaudited tokens. Across competitive benchmarks, OmniOPD surpasses the standard OPD approach by up to +28.64% on math, confirming that chunk-level semantic verification extracts a more reliable learning signal than token-level logit matching, whose high information density is offset by significant noise and brittleness. Furthermore, when paired with stronger black-box teachers such as Claude-4.5-Haiku and Gemini-2.5-Flash, OmniOPD achieves an additional +9.54% relative on math over its open-weight teacher counterpart, advancing the student past the performance of self-exploratory RL.

On-policy self-distillation has emerged as a promising paradigm for post-training language models, in which the model conditions on environment feedback to serve as its own teacher, providing dense token-level rewards without external teacher models or step-level annotations. Despite its empirical success, what this reward actually measures and what kind of credit it assigns remain unclear. Under a posterior-compatibility interpretation of feedback conditioning, standard in the implicit-reward literature, we show that the self-distillation token reward is a Bayesian filtering increment whose trajectory sum is exactly the pointwise mutual information between the response and the feedback given the input. This pMI can be raised by input-specific reasoning or by input-generic shortcuts, so we further decompose the teacher log-probability along the input axis. Based on this analysis, we propose CREDIT (Contrastive REward from DIsTillation), which isolates the input-specific component with a batch-contrastive baseline. At the sequence level, CREDIT is a teacher-side surrogate for a contrastive pMI objective that also penalizes responses remaining likely under unrelated inputs. Across coding, scientific reasoning, and tool-use benchmarks on two model families, CREDIT delivers the strongest aggregate performance at negligible additional compute.

A unique aspect of ColBERT is its use of [MASK] tokens in queries to score documents (query augmentation). Prior work shows [MASK] tokens weighting non-[MASK] query terms, emphasizing certain tokens over others , rather than introducing whole new terms as initially proposed. We begin by demonstrating that a term weighting behavior previously reported for [MASK] tokens in ColBERTv1 holds for ColBERTv2. We then examine the effect of changing the number of [MASK] tokens from zero to up to four times past the query input length used in training, both for first stage retrieval, and for scoring candidates, observing an initial decrease in performance with few [MASK]s, a large increase when enough [MASK]s are added to pad queries to an average length of 32, then a plateau in performance afterwards. Additionally, we compare baseline performance to performance when the query length is extended to 128 tokens, and find that differences are small (e.g., within 1% on various metrics) and generally statistically insignificant, indicating performance does not collapse if ColBERT is presented with more [MASK] tokens than expected.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

On-policy distillation (OPD) trains a student on its own rollouts with token-level teacher supervision. Recent selective OPD methods exploit the non-uniformity of OPD signals by prioritizing high-entropy or high-disagreement tokens. We revisit this principle and ask: which token-level teacher signals are actually learnable? Using a fixed-context diagnostic that measures same-context teacher-student KL reduction, we show that raw KL disagreement is a coarse proxy for learning value. It conflates learnable disagreement, where the teacher assigns corrective mass to the student's top-K candidates, with incompatible disagreement, where the teacher places mass mostly off the student's current support. We formalize this local compatibility as token teachability and show that it better predicts fixed-context improvement than raw KL alone. Motivated by this finding, we propose Teachability-Aware OPD (TA-OPD), a lightweight token-position selection method that applies OPD loss to high-teachability positions without reward models or verifiers. Across Qwen2.5 and Qwen 3 teacher-student settings, TA-OPD often surpasses full-token OPD with only 5% retained tokens and improves over entropy- and divergence-based baselines. Our results reframe selective OPD as selecting learnable teacher signals rather than merely salient tokens.

Cross-tokenizer knowledge distillation allows a student model to learn from teachers with incompatible vocabularies. Prior work operates on hidden states or logits; the latter is preferred as a drop-in replacement requiring no auxiliary components. Logit-based methods either use only the correct-token probability, missing the full 'dark knowledge' in the teacher's distribution, or operate on the full output distribution, relying on strict token partitioning and/or unprincipled heuristic ranking. We identify two key shortcomings of full-distribution, logit-based methods: (i) an uncommon-token failure, where critical tokens fall into the unmatched subset (e.g., Llama's 1100 multi-digit numerals under digit-splitting Qwen supervision) and are suppressed during training, reducing GSM8k from 12.89 to 2.56 compared to same-tokenizer KD from a weaker teacher; and (ii) over-conservative matching, where strict 1-to-1 matching excludes near-equivalent tokens across surface forms. These failures require distinct remedies: eliminating the partition when critical tokens are misaligned, and refining it when alignment is reliable. We propose X-Token, an approach with two complementary loss formulations targeting these issues. P-KL removes partitioning and aligns the student's distribution with the teacher's via a sparse projection matrix W (initialized from tokenizer-level string rules) to address the uncommon-token failure. H-KL retains the hybrid form while relaxing matching to align each student token with its top-ranked teacher mapping under W. Both objectives share W and extend naturally to multiple teachers. Empirically, on Llama-3.2-1B, X-Token outperforms the current state of the art GOLD by +3.82 average points with a Qwen3-4B teacher and by +0.5 with a Phi-4-Mini teacher. Further, a two-teacher setup (Phi-4-mini + Llama-3B) improves over single-teacher distillation by +1.3 points.

Large Language Models (LLMs) exhibit impressive reasoning and data augmentation capabilities in various NLP tasks. However, what about small models? In this work, we propose TeacherLM-7.1B, capable of annotating relevant fundamentals, chain of thought, and common mistakes for most NLP samples, which makes annotation more than just an answer, thus allowing other models to learn "why" instead of just "what". The TeacherLM-7.1B model achieved a zero-shot score of 52.3 on MMLU, surpassing most models with over 100B parameters. Even more remarkable is its data augmentation ability. Based on TeacherLM-7.1B, we augmented 58 NLP datasets and taught various student models with different parameters from OPT and BLOOM series in a multi-task setting. The experimental results indicate that the data augmentation provided by TeacherLM has brought significant benefits. We will release the TeacherLM series of models and augmented datasets as open-source.

Sentence embeddings are a foundational component for semantic search, clustering, classification, and retrieval-augmented generation. This paper presents embeddingmagibu-200m, a Turkish-focused sentence embedding model that produces 768-dimensional L2-normalized vectors and supports an 8,192-token context window, far exceeding the 512-token limit of earlier BERT-based Turkish encoders. Instead of full pretraining, an efficient three-stage adaptation pipeline is introduced: (1) construct a Turkish-optimized multilingual tokenizer with a 131,072 vocabulary by pruning redundant tokens from the teacher's vocabulary and incorporating multilingual tokens via frequency analysis on a 40-language corpus, (2) clone a teacher embedding model while preserving transformer backbone weights and initializing a compatible embedding table for the new vocabulary via mean-composition token mapping, and (3) perform offline embedding distillation from precomputed teacher vectors using a cosine similarity objective over a balanced 40-language Wikipedia corpus. The resulting student model contains approximately 200M parameters and trains in roughly four hours on a single GPU by avoiding online teacher inference during training, at a total cost of 5-20. Empirically, Pearson/Spearman correlations of 77.55%/77.45% are obtained on STSbTR, surpassing the 300M-parameter teacher model (73.84%/72.92%). On TR-MTEB (26 tasks), a mean score of 63.9% is achieved (7th out of 26 models), providing a competitive cost-quality trade-off with 33% fewer parameters than the teacher. To facilitate reproducibility and downstream use, all artifacts are released including model weights, tokenizer files, precomputed embedding datasets, and open-source cloning and distillation tooling.

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.

A vital step towards the widespread adoption of neural retrieval models is their resource efficiency throughout the training, indexing and query workflows. The neural IR community made great advancements in training effective dual-encoder dense retrieval (DR) models recently. A dense text retrieval model uses a single vector representation per query and passage to score a match, which enables low-latency first stage retrieval with a nearest neighbor search. Increasingly common, training approaches require enormous compute power, as they either conduct negative passage sampling out of a continuously updating refreshing index or require very large batch sizes for in-batch negative sampling. Instead of relying on more compute capability, we introduce an efficient topic-aware query and balanced margin sampling technique, called TAS-Balanced. We cluster queries once before training and sample queries out of a cluster per batch. We train our lightweight 6-layer DR model with a novel dual-teacher supervision that combines pairwise and in-batch negative teachers. Our method is trainable on a single consumer-grade GPU in under 48 hours (as opposed to a common configuration of 8x V100s). We show that our TAS-Balanced training method achieves state-of-the-art low-latency (64ms per query) results on two TREC Deep Learning Track query sets. Evaluated on NDCG@10, we outperform BM25 by 44%, a plainly trained DR by 19%, docT5query by 11%, and the previous best DR model by 5%. Additionally, TAS-Balanced produces the first dense retriever that outperforms every other method on recall at any cutoff on TREC-DL and allows more resource intensive re-ranking models to operate on fewer passages to improve results further.

The demand for efficient and accurate assessment methods has intensified as education systems transition to digital platforms. Providing feedback is essential in educational settings and goes beyond simply conveying marks as it justifies the assigned marks. In this context, we present a significant advancement in automated grading by introducing Engineering Short Answer Feedback (EngSAF) -- a dataset of 5.8k student answers accompanied by reference answers and questions for the Automatic Short Answer Grading (ASAG) task. The EngSAF dataset is meticulously curated to cover a diverse range of subjects, questions, and answer patterns from multiple engineering domains. We leverage state-of-the-art large language models' (LLMs) generative capabilities with our Label-Aware Synthetic Feedback Generation (LASFG) strategy to include feedback in our dataset. This paper underscores the importance of enhanced feedback in practical educational settings, outlines dataset annotation and feedback generation processes, conducts a thorough EngSAF analysis, and provides different LLMs-based zero-shot and finetuned baselines for future comparison. Additionally, we demonstrate the efficiency and effectiveness of the ASAG system through its deployment in a real-world end-semester exam at the Indian Institute of Technology Bombay (IITB), showcasing its practical viability and potential for broader implementation in educational institutions.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

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.

Chain-of-thought responses from language models improve performance across most benchmarks. However, it remains unclear to what extent these performance gains can be attributed to human-like task decomposition or simply the greater computation that additional tokens allow. We show that transformers can use meaningless filler tokens (e.g., '......') in place of a chain of thought to solve two hard algorithmic tasks they could not solve when responding without intermediate tokens. However, we find empirically that learning to use filler tokens is difficult and requires specific, dense supervision to converge. We also provide a theoretical characterization of the class of problems where filler tokens are useful in terms of the quantifier depth of a first-order formula. For problems satisfying this characterization, chain-of-thought tokens need not provide information about the intermediate computational steps involved in multi-token computations. In summary, our results show that additional tokens can provide computational benefits independent of token choice. The fact that intermediate tokens can act as filler tokens raises concerns about large language models engaging in unauditable, hidden computations that are increasingly detached from the observed chain-of-thought tokens.

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.

This paper considers Pseudo-Relevance Feedback (PRF) methods for dense retrievers in a resource constrained environment such as that of cheap cloud instances or embedded systems (e.g., smartphones and smartwatches), where memory and CPU are limited and GPUs are not present. For this, we propose a transformer-based PRF method (TPRF), which has a much smaller memory footprint and faster inference time compared to other deep language models that employ PRF mechanisms, with a marginal effectiveness loss. TPRF learns how to effectively combine the relevance feedback signals from dense passage representations. Specifically, TPRF provides a mechanism for modelling relationships and weights between the query and the relevance feedback signals. The method is agnostic to the specific dense representation used and thus can be generally applied to any dense retriever.

As large language models continue to advance, their application in educational contexts remains underexplored and under-optimized. In this paper, we address this gap by introducing the first diverse benchmark tailored for educational scenarios, incorporating synthetic data containing 9 major scenarios and over 4,000 distinct educational contexts. To enable comprehensive assessment, we propose a set of multi-dimensional evaluation metrics that cover 12 critical aspects relevant to both teachers and students. We further apply human annotation to ensure the effectiveness of the model-generated evaluation responses. Additionally, we succeed to train a relatively small-scale model on our constructed dataset and demonstrate that it can achieve performance comparable to state-of-the-art large models (e.g., Deepseek V3, Qwen Max) on the test set. Overall, this work provides a practical foundation for the development and evaluation of education-oriented language models. Code and data are released at https://github.com/ybai-nlp/EduBench.

We explore unconstrained natural language feedback as a learning signal for artificial agents. Humans use rich and varied language to teach, yet most prior work on interactive learning from language assumes a particular form of input (e.g., commands). We propose a general framework which does not make this assumption, using aspect-based sentiment analysis to decompose feedback into sentiment about the features of a Markov decision process. We then perform an analogue of inverse reinforcement learning, regressing the sentiment on the features to infer the teacher's latent reward function. To evaluate our approach, we first collect a corpus of teaching behavior in a cooperative task where both teacher and learner are human. We implement three artificial learners: sentiment-based "literal" and "pragmatic" models, and an inference network trained end-to-end to predict latent rewards. We then repeat our initial experiment and pair them with human teachers. All three successfully learn from interactive human feedback. The sentiment models outperform the inference network, with the "pragmatic" model approaching human performance. Our work thus provides insight into the information structure of naturalistic linguistic feedback as well as methods to leverage it for reinforcement learning.

Large language models (LLMs) owe much of their stellar performance to expansive input contexts, yet such verbosity inflates monetary costs, carbon footprint, and inference-time latency. Much of this overhead manifests from the redundant low-utility tokens present in typical prompts, as only a fraction of tokens typically carries the majority of the semantic weight. We address this inefficiency by introducing FrugalPrompt, a novel prompt compression framework for LLMs, which retains only the most semantically significant tokens. Leveraging two state-of-the-art token attribution methods, GlobEnc and DecompX, we assign salience scores to every token in an input sequence, rank them to preserve the top-k% tokens in their original order, and obtain a sparse frugalized prompt. We evaluate the approach across four NLP tasks: Sentiment Analysis, Commonsense QA, Summarization, and Mathematical Reasoning, using a suite of frontier LLMs. For the first three tasks, a 20% prompt reduction incurs only a marginal loss in task performance, demonstrating that contemporary LLMs can reconstruct elided context from high-salience cues. In contrast, performance on mathematical reasoning deteriorates sharply, reflecting a stronger dependence on complete token continuity. Further analysis with bottom-k% and random-k% tokens reveals asymmetric performance patterns that may suggest potential task contamination effects, wherein models may resort to shallow memorized patterns from pretraining exposure for conventional NLP tasks. We posit that our work contributes to a more nuanced understanding of LLM behavior in performance-efficiency trade-offs, and delineate the boundary between tasks tolerant to contextual sparsity and those requiring exhaustive context. Our source code and models are available at: https://github.com/Starscream-11813/Frugal-ICL.

In recent research on large language models (LLMs), there has been a growing emphasis on aligning these models with human values to reduce the impact of harmful content. However, current alignment methods often rely solely on singular forms of human feedback, such as preferences, annotated labels, or natural language critiques, overlooking the potential advantages of combining these feedback types. This limitation leads to suboptimal performance, even when ample training data is available. In this paper, we introduce Constructive and Diverse Feedback (CDF) as a novel method to enhance LLM alignment, inspired by constructivist learning theory. Our approach involves collecting three distinct types of feedback tailored to problems of varying difficulty levels within the training dataset. Specifically, we exploit critique feedback for easy problems, refinement feedback for medium problems, and preference feedback for hard problems. By training our model with this diversified feedback, we achieve enhanced alignment performance while using less training data. To assess the effectiveness of CDF, we evaluate it against previous methods in three downstream tasks: question answering, dialog generation, and text summarization. Experimental results demonstrate that CDF achieves superior performance even with a smaller training dataset.

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.

Pre-trained language models have been successful in many knowledge-intensive NLP tasks. However, recent work has shown that models such as BERT are not ``structurally ready'' to aggregate textual information into a [CLS] vector for dense passage retrieval (DPR). This ``lack of readiness'' results from the gap between language model pre-training and DPR fine-tuning. Previous solutions call for computationally expensive techniques such as hard negative mining, cross-encoder distillation, and further pre-training to learn a robust DPR model. In this work, we instead propose to fully exploit knowledge in a pre-trained language model for DPR by aggregating the contextualized token embeddings into a dense vector, which we call agg*. By concatenating vectors from the [CLS] token and agg*, our Aggretriever model substantially improves the effectiveness of dense retrieval models on both in-domain and zero-shot evaluations without introducing substantial training overhead. Code is available at https://github.com/castorini/dhr

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"Pustak means `book' in many Indian languages. for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

Recent research demonstrates the effectiveness of using fine-tuned language models~(LM) for dense retrieval. However, dense retrievers are hard to train, typically requiring heavily engineered fine-tuning pipelines to realize their full potential. In this paper, we identify and address two underlying problems of dense retrievers: i)~fragility to training data noise and ii)~requiring large batches to robustly learn the embedding space. We use the recently proposed Condenser pre-training architecture, which learns to condense information into the dense vector through LM pre-training. On top of it, we propose coCondenser, which adds an unsupervised corpus-level contrastive loss to warm up the passage embedding space. Retrieval experiments on MS-MARCO, Natural Question, and Trivia QA datasets show that coCondenser removes the need for heavy data engineering such as augmentation, synthesis, or filtering, as well as the need for large batch training. It shows comparable performance to RocketQA, a state-of-the-art, heavily engineered system, using simple small batch fine-tuning.

In-context learning (ICL) using large language models for tasks with many labels is challenging due to the limited context window, which makes it difficult to fit a sufficient number of examples in the prompt. In this paper, we use a pre-trained dense retrieval model to bypass this limitation, giving the model only a partial view of the full label space for each inference call. Testing with recent open-source LLMs (OPT, LLaMA), we set new state of the art performance in few-shot settings for three common intent classification datasets, with no finetuning. We also surpass fine-tuned performance on fine-grained sentiment classification in certain cases. We analyze the performance across number of in-context examples and different model scales, showing that larger models are necessary to effectively and consistently make use of larger context lengths for ICL. By running several ablations, we analyze the model's use of: a) the similarity of the in-context examples to the current input, b) the semantic content of the class names, and c) the correct correspondence between examples and labels. We demonstrate that all three are needed to varying degrees depending on the domain, contrary to certain recent works.

Pseudo-relevance feedback mechanisms, from Rocchio to the relevance models, have shown the usefulness of expanding and reweighting the users' initial queries using information occurring in an initial set of retrieved documents, known as the pseudo-relevant set. Recently, dense retrieval -- through the use of neural contextual language models such as BERT for analysing the documents' and queries' contents and computing their relevance scores -- has shown a promising performance on several information retrieval tasks still relying on the traditional inverted index for identifying documents relevant to a query. Two different dense retrieval families have emerged: the use of single embedded representations for each passage and query (e.g. using BERT's [CLS] token), or via multiple representations (e.g. using an embedding for each token of the query and document). In this work, we conduct the first study into the potential for multiple representation dense retrieval to be enhanced using pseudo-relevance feedback. In particular, based on the pseudo-relevant set of documents identified using a first-pass dense retrieval, we extract representative feedback embeddings (using KMeans clustering) -- while ensuring that these embeddings discriminate among passages (based on IDF) -- which are then added to the query representation. These additional feedback embeddings are shown to both enhance the effectiveness of a reranking as well as an additional dense retrieval operation. Indeed, experiments on the MSMARCO passage ranking dataset show that MAP can be improved by upto 26% on the TREC 2019 query set and 10% on the TREC 2020 query set by the application of our proposed ColBERT-PRF method on a ColBERT dense retrieval approach.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Representation-based retrieval models, so-called biencoders, estimate the relevance of a document to a query by calculating the similarity of their respective embeddings. Current state-of-the-art biencoders are trained using an expensive training regime involving knowledge distillation from a teacher model and batch-sampling. Instead of relying on a teacher model, we contribute a novel parameter-free loss function for self-supervision that exploits the pre-trained language modeling capabilities of the encoder model as a training signal, eliminating the need for batch sampling by performing implicit hard negative mining. We investigate the capabilities of our proposed approach through extensive ablation studies, demonstrating that self-distillation can match the effectiveness of teacher distillation using only 13.5% of the data, while offering a speedup in training time between 3x and 15x compared to parametrized losses. Code and data is made openly available.

Dense retrieval has become a prominent method to obtain relevant context or world knowledge in open-domain NLP tasks. When we use a learned dense retriever on a retrieval corpus at inference time, an often-overlooked design choice is the retrieval unit in which the corpus is indexed, e.g. document, passage, or sentence. We discover that the retrieval unit choice significantly impacts the performance of both retrieval and downstream tasks. Distinct from the typical approach of using passages or sentences, we introduce a novel retrieval unit, proposition, for dense retrieval. Propositions are defined as atomic expressions within text, each encapsulating a distinct factoid and presented in a concise, self-contained natural language format. We conduct an empirical comparison of different retrieval granularity. Our results reveal that proposition-based retrieval significantly outperforms traditional passage or sentence-based methods in dense retrieval. Moreover, retrieval by proposition also enhances the performance of downstream QA tasks, since the retrieved texts are more condensed with question-relevant information, reducing the need for lengthy input tokens and minimizing the inclusion of extraneous, irrelevant information.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

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.

Pseudo-Relevance Feedback (PRF) utilises the relevance signals from the top-k passages from the first round of retrieval to perform a second round of retrieval aiming to improve search effectiveness. A recent research direction has been the study and development of PRF methods for deep language models based rankers, and in particular in the context of dense retrievers. Dense retrievers, compared to more complex neural rankers, provide a trade-off between effectiveness, which is often reduced compared to more complex neural rankers, and query latency, which also is reduced making the retrieval pipeline more efficient. The introduction of PRF methods for dense retrievers has been motivated as an attempt to further improve their effectiveness. In this paper, we reproduce and study a recent method for PRF with dense retrievers, called ANCE-PRF. This method concatenates the query text and that of the top-k feedback passages to form a new query input, which is then encoded into a dense representation using a newly trained query encoder based on the original dense retriever used for the first round of retrieval. While the method can potentially be applied to any of the existing dense retrievers, prior work has studied it only in the context of the ANCE dense retriever. We study the reproducibility of ANCE-PRF in terms of both its training (encoding of the PRF signal) and inference (ranking) steps. We further extend the empirical analysis provided in the original work to investigate the effect of the hyper-parameters that govern the training process and the robustness of the method across these different settings. Finally, we contribute a study of the generalisability of the ANCE-PRF method when dense retrievers other than ANCE are used for the first round of retrieval and for encoding the PRF signal.

Despite the widespread use of Transformer-based text embedding models in NLP tasks, surprising 'sticky tokens' can undermine the reliability of embeddings. These tokens, when repeatedly inserted into sentences, pull sentence similarity toward a certain value, disrupting the normal distribution of embedding distances and degrading downstream performance. In this paper, we systematically investigate such anomalous tokens, formally defining them and introducing an efficient detection method, Sticky Token Detector (STD), based on sentence and token filtering. Applying STD to 40 checkpoints across 14 model families, we discover a total of 868 sticky tokens. Our analysis reveals that these tokens often originate from special or unused entries in the vocabulary, as well as fragmented subwords from multilingual corpora. Notably, their presence does not strictly correlate with model size or vocabulary size. We further evaluate how sticky tokens affect downstream tasks like clustering and retrieval, observing significant performance drops of up to 50%. Through attention-layer analysis, we show that sticky tokens disproportionately dominate the model's internal representations, raising concerns about tokenization robustness. Our findings show the need for better tokenization strategies and model design to mitigate the impact of sticky tokens in future text embedding applications.

We measure the performance of in-context learning as a function of task novelty and difficulty for open and closed questions. For that purpose, we created a novel benchmark consisting of hard scientific questions, each paired with a context of various relevancy. We show that counter-intuitively, a context that is more aligned with the topic does not always help more than a less relevant context. This effect is especially visible for open questions and questions of high difficulty or novelty. This result reveals a fundamental difference between the treatment of close-form and open-form questions by large-language models and shows a need for a more robust evaluation of in-context learning on the variety of different types of questions. It also poses a new question of how to optimally select a context for large language models, especially in the context of Retrieval Augmented Generation (RAG) systems. Our results suggest that the answer to this question can be highly application-dependent and might be contingent on factors including the format of the question, the perceived difficulty level of the questions, and the novelty or popularity of the information we seek.

In AI-facilitated teaching, leveraging various query styles to interpret abstract educational content is crucial for delivering effective and accessible learning experiences. However, existing retrieval systems predominantly focus on natural text-image matching and lack the capacity to address the diversity and ambiguity inherent in real-world educational scenarios. To address this limitation, we develop a lightweight and efficient multi-modal retrieval module, named Uni-Retrieval, which extracts query-style prototypes and dynamically matches them with tokens from a continually updated Prompt Bank. This Prompt Bank encodes and stores domain-specific knowledge by leveraging a Mixture-of-Expert Low-Rank Adaptation (MoE-LoRA) module and can be adapted to enhance Uni-Retrieval's capability to accommodate unseen query types at test time. To enable natural language educational content generation, we integrate the original Uni-Retrieval with a compact instruction-tuned language model, forming a complete retrieval-augmented generation pipeline named Uni-RAG. Given a style-conditioned query, Uni-RAG first retrieves relevant educational materials and then generates human-readable explanations, feedback, or instructional content aligned with the learning objective. Experimental results on SER and other multi-modal benchmarks show that Uni-RAG outperforms baseline retrieval and RAG systems in both retrieval accuracy and generation quality, while maintaining low computational cost. Our framework provides a scalable, pedagogically grounded solution for intelligent educational systems, bridging retrieval and generation to support personalized, explainable, and efficient learning assistance across diverse STEM scenarios.

In-context learning is a recent paradigm in natural language understanding, where a large pre-trained language model (LM) observes a test instance and a few training examples as its input, and directly decodes the output without any update to its parameters. However, performance has been shown to strongly depend on the selected training examples (termed prompt). In this work, we propose an efficient method for retrieving prompts for in-context learning using annotated data and a LM. Given an input-output pair, we estimate the probability of the output given the input and a candidate training example as the prompt, and label training examples as positive or negative based on this probability. We then train an efficient dense retriever from this data, which is used to retrieve training examples as prompts at test time. We evaluate our approach on three sequence-to-sequence tasks where language utterances are mapped to meaning representations, and find that it substantially outperforms prior work and multiple baselines across the board.

While knowledge distillation has seen widespread use in pre-training and instruction tuning, its application to aligning language models with human preferences remains underexplored, particularly in the more realistic cross-tokenizer setting. The incompatibility of tokenization schemes between teacher and student models has largely prevented fine-grained, white-box distillation of preference information. To address this gap, we propose Cross-Tokenizer Preference Distillation (CTPD), the first unified framework for transferring human-aligned behavior between models with heterogeneous tokenizers. CTPD introduces three key innovations: (1) Aligned Span Projection, which maps teacher and student tokens to shared character-level spans for precise supervision transfer; (2) a cross-tokenizer adaptation of Token-level Importance Sampling (TIS-DPO) for improved credit assignment; and (3) a Teacher-Anchored Reference, allowing the student to directly leverage the teacher's preferences in a DPO-style objective. Our theoretical analysis grounds CTPD in importance sampling, and experiments across multiple benchmarks confirm its effectiveness, with significant performance gains over existing methods. These results establish CTPD as a practical and general solution for preference distillation across diverse tokenization schemes, opening the door to more accessible and efficient alignment of language models.

Despite their recent popularity and well-known advantages, dense retrievers still lag behind sparse methods such as BM25 in their ability to reliably match salient phrases and rare entities in the query and to generalize to out-of-domain data. It has been argued that this is an inherent limitation of dense models. We rebut this claim by introducing the Salient Phrase Aware Retriever (SPAR), a dense retriever with the lexical matching capacity of a sparse model. We show that a dense Lexical Model {\Lambda} can be trained to imitate a sparse one, and SPAR is built by augmenting a standard dense retriever with {\Lambda}. Empirically, SPAR shows superior performance on a range of tasks including five question answering datasets, MS MARCO passage retrieval, as well as the EntityQuestions and BEIR benchmarks for out-of-domain evaluation, exceeding the performance of state-of-the-art dense and sparse retrievers. The code and models of SPAR are available at: https://github.com/facebookresearch/dpr-scale/tree/main/spar

Despite the success of distillation in large language models (LLMs), most prior work applies identical loss functions to both teacher- and student-generated data. These strategies overlook the synergy between loss formulations and data types, leading to a suboptimal performance boost in student models. To address this, we propose DistiLLM-2, a contrastive approach that simultaneously increases the likelihood of teacher responses and decreases that of student responses by harnessing this synergy. Our extensive experiments show that DistiLLM-2 not only builds high-performing student models across a wide range of tasks, including instruction-following and code generation, but also supports diverse applications, such as preference alignment and vision-language extensions. These findings highlight the potential of a contrastive approach to enhance the efficacy of LLM distillation by effectively aligning teacher and student models across varied data types.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

Dense retrieval (DR) converts queries and documents into dense embeddings and measures the similarity between queries and documents in vector space. One of the challenges in DR is the lack of domain-specific training data. While DR models can learn from large-scale public datasets like MS MARCO through transfer learning, evidence shows that not all DR models and domains can benefit from transfer learning equally. Recently, some researchers have resorted to large language models (LLMs) to improve the zero-shot and few-shot DR models. However, the hard prompts or human-written prompts utilized in these works cannot guarantee the good quality of generated weak queries. To tackle this, we propose soft prompt tuning for augmenting DR (SPTAR): For each task, we leverage soft prompt-tuning to optimize a task-specific soft prompt on limited ground truth data and then prompt the LLMs to tag unlabeled documents with weak queries, yielding enough weak document-query pairs to train task-specific dense retrievers. We design a filter to select high-quality example document-query pairs in the prompt to further improve the quality of weak tagged queries. To the best of our knowledge, there is no prior work utilizing soft prompt tuning to augment DR models. The experiments demonstrate that SPTAR outperforms the unsupervised baselines BM25 and the recently proposed LLMs-based augmentation method for DR.

Designing good reflection questions is pedagogically important but time-consuming and unevenly supported across teachers. This paper introduces a reflection-in-reflection framework for automated generation of reflection questions with large language models (LLMs). Our approach coordinates two role-specialized agents, a Student-Teacher and a Teacher-Educator, that engage in a Socratic multi-turn dialogue to iteratively refine a single question given a teacher-specified topic, key concepts, student level, and optional instructional materials. The Student-Teacher proposes candidate questions with brief rationales, while the Teacher-Educator evaluates them along clarity, depth, relevance, engagement, and conceptual interconnections, responding only with targeted coaching questions or a fixed signal to stop the dialogue. We evaluate the framework in an authentic lower-secondary ICT setting on the topic, using GPT-4o-mini as the backbone model and a stronger GPT- 4-class LLM as an external evaluator in pairwise comparisons of clarity, relevance, depth, and overall quality. First, we study how interaction design and context (dynamic vs.fixed iteration counts; presence or absence of student level and materials) affect question quality. Dynamic stopping combined with contextual information consistently outperforms fixed 5- or 10-step refinement, with very long dialogues prone to drift or over-complication. Second, we show that our two-agent protocol produces questions that are judged substantially more relevant and deeper, and better overall, than a one-shot baseline using the same backbone model.

While the current state-of-the-art dense retrieval models exhibit strong out-of-domain generalization, they might fail to capture nuanced domain-specific knowledge. In principle, fine-tuning these models for specialized retrieval tasks should yield higher effectiveness than relying on a one-size-fits-all model, but in practice, results can disappoint. We show that standard fine-tuning methods using an InfoNCE loss can unexpectedly degrade effectiveness rather than improve it, even for domain-specific scenarios. This holds true even when applying widely adopted techniques such as hard-negative mining and negative de-noising. To address this, we explore a training strategy that uses listwise distillation from a teacher cross-encoder, leveraging rich relevance signals to fine-tune the retriever. We further explore synthetic query generation using large language models. Through listwise distillation and training with a diverse set of queries ranging from natural user searches and factual claims to keyword-based queries, we achieve consistent effectiveness gains across multiple datasets. Our results also reveal that synthetic queries can rival human-written queries in training utility. However, we also identify limitations, particularly in the effectiveness of cross-encoder teachers as a bottleneck. We release our code and scripts to encourage further research.

We introduce INSTRUCTOR, a new method for computing text embeddings given task instructions: every text input is embedded together with instructions explaining the use case (e.g., task and domain descriptions). Unlike encoders from prior work that are more specialized, INSTRUCTOR is a single embedder that can generate text embeddings tailored to different downstream tasks and domains, without any further training. We first annotate instructions for 330 diverse tasks and train INSTRUCTOR on this multitask mixture with a contrastive loss. We evaluate INSTRUCTOR on 70 embedding evaluation tasks (66 of which are unseen during training), ranging from classification and information retrieval to semantic textual similarity and text generation evaluation. INSTRUCTOR, while having an order of magnitude fewer parameters than the previous best model, achieves state-of-the-art performance, with an average improvement of 3.4% compared to the previous best results on the 70 diverse datasets. Our analysis suggests that INSTRUCTOR is robust to changes in instructions, and that instruction finetuning mitigates the challenge of training a single model on diverse datasets. Our model, code, and data are available at https://instructor-embedding.github.io.

We design a suite of minimal algorithmic tasks that are a loose abstraction of open-ended real-world tasks. This allows us to cleanly and controllably quantify the creative limits of the present-day language model. Much like real-world tasks that require a creative, far-sighted leap of thought, our tasks require an implicit, open-ended stochastic planning step that either (a) discovers new connections in an abstract knowledge graph (like in wordplay, drawing analogies, or research) or (b) constructs new patterns (like in designing math problems or new proteins). In these tasks, we empirically and conceptually argue how next-token learning is myopic and memorizes excessively; comparatively, multi-token approaches, namely teacherless training and diffusion models, excel in producing diverse and original output. Secondly, in our tasks, we find that to elicit randomness from the Transformer without hurting coherence, it is better to inject noise right at the input layer (via a method we dub hash-conditioning) rather than defer to temperature sampling from the output layer. Thus, our work offers a principled, minimal test-bed for analyzing open-ended creative skills, and offers new arguments for going beyond next-token learning and softmax-based sampling. We make part of the code available under https://github.com/chenwu98/algorithmic-creativity

Language models contain ranking-based knowledge and are powerful solvers of in-context ranking tasks. For instance, they may have parametric knowledge about the ordering of countries by size or may be able to rank reviews by sentiment. Recent work focuses on pairwise, pointwise, and listwise prompting techniques to elicit a language model's ranking knowledge. However, we find that even with careful calibration and constrained decoding, prompting-based techniques may not always be self-consistent in the rankings they produce. This motivates us to explore an alternative approach that is inspired by an unsupervised probing method called Contrast-Consistent Search (CCS). The idea is to train a probing model guided by a logical constraint: a model's representation of a statement and its negation must be mapped to contrastive true-false poles consistently across multiple statements. We hypothesize that similar constraints apply to ranking tasks where all items are related via consistent pairwise or listwise comparisons. To this end, we extend the binary CCS method to Contrast-Consistent Ranking (CCR) by adapting existing ranking methods such as the Max-Margin Loss, Triplet Loss, and Ordinal Regression objective. Our results confirm that, for the same language model, CCR probing outperforms prompting and even performs on a par with prompting much larger language models.

Outcome-Based Education (OBE) emphasizes the development of specific competencies through student-centered learning. In this study, we reviewed the importance of OBE and implemented transformer-based models, particularly DistilBERT, to analyze an NLP dataset that includes student feedback. Our objective is to assess and improve educational outcomes. Our approach is better than other machine learning models because it uses the transformer's deep understanding of language context to classify sentiment better, giving better results across a wider range of matrices. Our work directly contributes to OBE's goal of achieving measurable outcomes by facilitating the identification of patterns in student learning experiences. We have also applied LIME (local interpretable model-agnostic explanations) to make sure that model predictions are clear. This gives us understandable information about how key terms affect sentiment. Our findings indicate that the combination of transformer models and LIME explanations results in a strong and straightforward framework for analyzing student feedback. This aligns more closely with the principles of OBE and ensures the improvement of educational practices through data-driven insights.

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 results from a large-scale experiment on pretraining encoders with non-embedding parameter counts ranging from 700M to 9.3B, their subsequent distillation into smaller models ranging from 17M-170M parameters, and their application to the Natural Language Understanding (NLU) component of a virtual assistant system. Though we train using 70% spoken-form data, our teacher models perform comparably to XLM-R and mT5 when evaluated on the written-form Cross-lingual Natural Language Inference (XNLI) corpus. We perform a second stage of pretraining on our teacher models using in-domain data from our system, improving error rates by 3.86% relative for intent classification and 7.01% relative for slot filling. We find that even a 170M-parameter model distilled from our Stage 2 teacher model has 2.88% better intent classification and 7.69% better slot filling error rates when compared to the 2.3B-parameter teacher trained only on public data (Stage 1), emphasizing the importance of in-domain data for pretraining. When evaluated offline using labeled NLU data, our 17M-parameter Stage 2 distilled model outperforms both XLM-R Base (85M params) and DistillBERT (42M params) by 4.23% to 6.14%, respectively. Finally, we present results from a full virtual assistant experimentation platform, where we find that models trained using our pretraining and distillation pipeline outperform models distilled from 85M-parameter teachers by 3.74%-4.91% on an automatic measurement of full-system user dissatisfaction.

Unsupervised text representation learning (TRL) is a fundamental task in natural language processing, which is beneficial for improving search and recommendations with the web's unlabeled texts. A recent empirical study finds that the high-quality representation aligns with the key token of the input text, uncovering the potential connection between representation space and vocabulary space. Inspired by the findings, we revisit the generative tasks and develop an unsupervised generative framework for TRL, Text2Token. The framework is based on the token target prediction task, utilizing carefully constructed target token distribution as supervisory signals. To construct the high-quality target token distribution, we analyze the token-alignment properties with advanced embedders and identify two essential categories of key tokens: (1) the meaningful tokens in the text and (2) semantically derived tokens beyond the text. Based on these insights, we propose two methods -- data-driven and model-derived -- to construct synthetic token targets from data or the LLM backbone. Experiments on the MTEB v2 benchmark demonstrate that Text2Token achieves performance competitive with the state-of-the-art embedder with unsupervised contrastive learning, LLM2Vec. Our analysis further shows that vocabulary and representation spaces optimize together and toward the optimum solution during training, providing new ideas and insights for future work.

Can a mere next-token predictor faithfully model human intelligence? We crystallize this intuitive concern, which is fragmented in the literature. As a starting point, we argue that the two often-conflated phases of next-token prediction -- autoregressive inference and teacher-forced training -- must be treated distinctly. The popular criticism that errors can compound during autoregressive inference, crucially assumes that teacher-forcing has learned an accurate next-token predictor. This assumption sidesteps a more deep-rooted problem we expose: in certain classes of tasks, teacher-forcing can simply fail to learn an accurate next-token predictor in the first place. We describe a general mechanism of how teacher-forcing can fail, and design a minimal planning task where both the Transformer and the Mamba architecture empirically fail in that manner -- remarkably, despite the task being straightforward to learn. We provide preliminary evidence that this failure can be resolved when training to predict multiple tokens in advance. We hope this finding can ground future debates and inspire explorations beyond the next-token prediction paradigm. We make our code available under https://github.com/gregorbachmann/Next-Token-Failures

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

This research aims to explore various methods for assessing user feedback in mixed-initiative conversational search (CS) systems. While CS systems enjoy profuse advancements across multiple aspects, recent research fails to successfully incorporate feedback from the users. One of the main reasons for that is the lack of system-user conversational interaction data. To this end, we propose a user simulator-based framework for multi-turn interactions with a variety of mixed-initiative CS systems. Specifically, we develop a user simulator, dubbed ConvSim, that, once initialized with an information need description, is capable of providing feedback to a system's responses, as well as answering potential clarifying questions. Our experiments on a wide variety of state-of-the-art passage retrieval and neural re-ranking models show that effective utilization of user feedback can lead to 16% retrieval performance increase in terms of nDCG@3. Moreover, we observe consistent improvements as the number of feedback rounds increases (35% relative improvement in terms of nDCG@3 after three rounds). This points to a research gap in the development of specific feedback processing modules and opens a potential for significant advancements in CS. To support further research in the topic, we release over 30,000 transcripts of system-simulator interactions based on well-established CS datasets.

The development of state-of-the-art large language models is commonly understood as a two-stage process involving pre-training and post-training. We point out the need for an additional intermediate stage called reinforcement mid-training with potential for strong performance gains. In this paper, we formally define the problem and identify three key challenges: (1) inefficient training due to excessive reasoning steps, (2) disregard of the imbalanced token entropy distribution, and (3) underutilization of token information. To address these challenges, we propose RMT, a framework for efficient, adaptive, and unified reinforcement mid-training with various innovative components. In particular, we first introduce a dynamic token budget mechanism that constrains unnecessary reasoning steps and mitigates model overthinking. Next, we design a curriculum-based adaptive sampling method that fosters a progressive learning trajectory from easy to hard tokens. Finally, we present a dual training strategy that combines reinforcement learning with next-token prediction, ensuring targeted learning on key tokens and full exploitation of all token information. Extensive experiments demonstrate the superiority of RMT over state-of-the-art methods, achieving up to +64.91% performance improvement with only 21% of the reasoning length in language modeling. We also show that checkpoints obtained after reinforcement mid-training can benefit the subsequent post-training, yielding up to +18.76% improvement in the mathematical domain.

Aligning large language models (LLMs) with human values and intents critically involves the use of human or AI feedback. While dense feedback annotations are expensive to acquire and integrate, sparse feedback presents a structural design choice between ratings (e.g., score Response A on a scale of 1-7) and rankings (e.g., is Response A better than Response B?). In this work, we analyze the effect of this design choice for the alignment and evaluation of LLMs. We uncover an inconsistency problem wherein the preferences inferred from ratings and rankings significantly disagree 60% for both human and AI annotators. Our subsequent analysis identifies various facets of annotator biases that explain this phenomena, such as human annotators would rate denser responses higher while preferring accuracy during pairwise judgments. To our surprise, we also observe that the choice of feedback protocol also has a significant effect on the evaluation of aligned LLMs. In particular, we find that LLMs that leverage rankings data for alignment (say model X) are preferred over those that leverage ratings data (say model Y), with a rank-based evaluation protocol (is X/Y's response better than reference response?) but not with a rating-based evaluation protocol (score Rank X/Y's response on a scale of 1-7). Our findings thus shed light on critical gaps in methods for evaluating the real-world utility of language models and their strong dependence on the feedback protocol used for alignment. Our code and data are available at https://github.com/Hritikbansal/sparse_feedback.

Contrastive pretraining techniques for text classification has been largely studied in an unsupervised setting. However, oftentimes labeled data from related tasks which share label semantics with current task is available. We hypothesize that using this labeled data effectively can lead to better generalization on current task. In this paper, we propose a novel way to effectively utilize labeled data from related tasks with a graph based supervised contrastive learning approach. We formulate a token-graph by extrapolating the supervised information from examples to tokens. Our formulation results in an embedding space where tokens with high/low probability of belonging to same class are near/further-away from one another. We also develop detailed theoretical insights which serve as a motivation for our method. In our experiments with 13 datasets, we show our method outperforms pretraining schemes by 2.5% and also example-level contrastive learning based formulation by 1.8% on average. In addition, we show cross-domain effectiveness of our method in a zero-shot setting by 3.91% on average. Lastly, we also demonstrate our method can be used as a noisy teacher in a knowledge distillation setting to significantly improve performance of transformer based models in low labeled data regime by 4.57% on average.

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

Much recent research on information retrieval has focused on how to transfer from one task (typically with abundant supervised data) to various other tasks where supervision is limited, with the implicit assumption that it is possible to generalize from one task to all the rest. However, this overlooks the fact that there are many diverse and unique retrieval tasks, each targeting different search intents, queries, and search domains. In this paper, we suggest to work on Few-shot Dense Retrieval, a setting where each task comes with a short description and a few examples. To amplify the power of a few examples, we propose Prompt-base Query Generation for Retriever (Promptagator), which leverages large language models (LLM) as a few-shot query generator, and creates task-specific retrievers based on the generated data. Powered by LLM's generalization ability, Promptagator makes it possible to create task-specific end-to-end retrievers solely based on a few examples {without} using Natural Questions or MS MARCO to train %question generators or dual encoders. Surprisingly, LLM prompting with no more than 8 examples allows dual encoders to outperform heavily engineered models trained on MS MARCO like ColBERT v2 by more than 1.2 nDCG on average on 11 retrieval sets. Further training standard-size re-rankers using the same generated data yields another 5.0 point nDCG improvement. Our studies determine that query generation can be far more effective than previously observed, especially when a small amount of task-specific knowledge is given.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

Nowadays, the quality of responses generated by different modern large language models (LLMs) are hard to evaluate and compare automatically. Recent studies suggest and predominantly use LLMs as a reference-free metric for open-ended question answering. More specifically, they use the recognized "strongest" LLM as the evaluator, which conducts pairwise comparisons of candidate models' answers and provides a ranking score. However, this intuitive method has multiple problems, such as bringing in self-enhancement (favoring its own answers) and positional bias. We draw insights and lessons from the educational domain (Cho and MacArthur, 2011; Walsh, 2014) to improve LLM-based evaluations. Specifically, we propose the (1) peer rank (PR) algorithm that takes into account each peer LLM's pairwise preferences of all answer pairs, and outputs a final ranking of models; and (2) peer discussion (PD), where we prompt two LLMs to discuss and try to reach a mutual agreement on preferences of two answers. We conduct experiments on two benchmark datasets. We find that our approaches achieve higher accuracy and align better with human judgments, respectively. Interestingly, PR can induce a relatively accurate self-ranking of models under the anonymous setting, where each model's name is unrevealed. Our work provides space to explore evaluating models that are hard to compare for humans.

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

As queries in retrieval-augmented generation (RAG) pipelines powered by large language models (LLMs) become increasingly complex and diverse, dense retrieval models have demonstrated strong performance in semantic matching. Nevertheless, they often struggle with fine-grained retrieval tasks, where precise keyword alignment and span-level localization are required, even in cases with high lexical overlap that would intuitively suggest easier retrieval. To systematically evaluate this limitation, we introduce two targeted tasks, keyword retrieval and part-of-passage retrieval, designed to simulate practical fine-grained scenarios. Motivated by these observations, we propose LexSemBridge, a unified framework that enhances dense query representations through fine-grained, input-aware vector modulation. LexSemBridge constructs latent enhancement vectors from input tokens using three paradigms: Statistical (SLR), Learned (LLR), and Contextual (CLR), and integrates them with dense embeddings via element-wise interaction. Theoretically, we show that this modulation preserves the semantic direction while selectively amplifying discriminative dimensions. LexSemBridge operates as a plug-in without modifying the backbone encoder and naturally extends to both text and vision modalities. Extensive experiments across semantic and fine-grained retrieval tasks validate the effectiveness and generality of our approach. All code and models are publicly available at https://github.com/Jasaxion/LexSemBridge/

Large language models (LLMs) exhibit remarkable performance across various NLP tasks. However, they often generate incorrect or hallucinated information, which hinders their practical applicability in real-world scenarios. Human feedback has been shown to effectively enhance the factuality and quality of generated content, addressing some of these limitations. However, this approach is resource-intensive, involving manual input and supervision, which can be time-consuming and expensive. Moreover, it cannot be provided during inference, further limiting its practical utility in dynamic and interactive applications. In this paper, we introduce ReFeed, a novel pipeline designed to enhance LLMs by providing automatic retrieval feedback in a plug-and-play framework without the need for expensive fine-tuning. ReFeed first generates initial outputs, then utilizes a retrieval model to acquire relevant information from large document collections, and finally incorporates the retrieved information into the in-context demonstration for output refinement, thereby addressing the limitations of LLMs in a more efficient and cost-effective manner. Experiments on four knowledge-intensive benchmark datasets demonstrate our proposed ReFeed could improve over +6.0% under zero-shot setting and +2.5% under few-shot setting, compared to baselines without using retrieval feedback.

Once language models (LMs) are deployed, they can interact with users long-term, ideally evolving continuously based on their feedback. Asking for direct user feedback can be disruptive; thus, we study harvesting user feedback from user-LM interaction logs. We study implicit user feedback in two user-LM interaction datasets (WildChat and LMSYS). First, we analyze user feedback in the user-LLM conversation trajectory, providing insights into when and why such feedback occurs. Second, we study harvesting learning signals from such implicit user feedback. We find that the contents of user feedback (e.g., user wanted clarification), not just the polarity (e.g., users were unhappy with the previous model response), can improve model performance in short human-designed questions (MTBench) but not on longer and more complex questions (WildBench). We also find that the usefulness of user feedback is largely tied to the quality of the user's initial prompt. Together, we provide an in-depth study of implicit user feedback, showing its potential and limitations.

Large language models have recently enabled a generative paradigm for query expansion, but their high inference cost makes direct deployment difficult in practical retrieval systems. To address this issue, a retrieval-feedback-driven distillation and preference-alignment framework is proposed to transfer retrieval-friendly expansion behavior from a strong teacher model to a compact student model. Rather than relying on few-shot exemplars at inference time, the framework first leverages two complementary types of teacher-generated expansions, produced under zero-shot and few-shot prompting conditions, as supervision signals for distillation and as candidate pools for preference construction. A retrieval-metric-driven strategy is then introduced to automatically form chosen/rejected expansion pairs according to nDCG@10 differences, and Direct Preference Optimization is applied to explicitly align generation preferences with retrieval objectives. Experiments on TREC DL19/20/21 and MIRACL-zh show that the proposed approach preserves strong retrieval effectiveness while substantially reducing inference cost. In particular, the distilled Qwen3-4B model reaches about 97% of the teacher (DeepSeek-685B) model's nDCG@10 performance on DL19, and remains effective on the Chinese MIRACL-zh benchmark, demonstrating strong practicality across both English and Chinese retrieval settings.

Embedding layers in transformer-based NLP models typically account for the largest share of model parameters, scaling with vocabulary size but not yielding performance gains proportional to scale. We propose an alternative approach in which token embedding vectors are first generated deterministically, directly from the token IDs using a Fourier expansion of their normalized values, followed by a lightweight multilayer perceptron (MLP) that captures higher-order interactions. We train standard transformers and our architecture on natural language inference tasks (SNLI and MNLI), and evaluate zero-shot performance on sentence textual similarity (STS-B). Our results demonstrate that the proposed method achieves competitive performance using significantly fewer parameters, trains faster, and operates effectively without the need for dropout. This proof-of-concept study highlights the potential for scalable, memory-efficient language models and motivates further large-scale experimentation based on our findings.

Traditionally, NLP performance improvement has been focused on improving models and increasing the number of model parameters. NLP vocabulary construction has remained focused on maximizing the number of words represented through subword regularization. We present a novel tokenizer that uses semantics to drive vocabulary construction. The tokenizer includes a trainer that uses stemming to enhance subword formation. Further optimizations and adaptations are implemented to minimize the number of words that cannot be encoded. The encoder is updated to integrate with the trainer. The tokenizer is implemented as a drop-in replacement for the SentencePiece tokenizer. The new tokenizer more than doubles the number of wordforms represented in the vocabulary. The enhanced vocabulary significantly improves NLP model convergence, and improves quality of word and sentence embeddings. Our experimental results show top performance on two Glue tasks using BERT-base, improving on models more than 50X in size.

We investigate the exploitation of both lexical and neural relevance signals for ad-hoc passage retrieval. Our exploration involves a large-scale training dataset in which dense neural representations of MS-MARCO queries and passages are complemented and integrated with 253 hand-crafted lexical features extracted from the same corpus. Blending of the relevance signals from the two different groups of features is learned by a classical Learning-to-Rank (LTR) model based on a forest of decision trees. To evaluate our solution, we employ a pipelined architecture where a dense neural retriever serves as the first stage and performs a nearest-neighbor search over the neural representations of the documents. Our LTR model acts instead as the second stage that re-ranks the set of candidates retrieved by the first stage to enhance effectiveness. The results of reproducible experiments conducted with state-of-the-art dense retrievers on publicly available resources show that the proposed solution significantly enhances the end-to-end ranking performance while relatively minimally impacting efficiency. Specifically, we achieve a boost in nDCG@10 of up to 11% with an increase in average query latency of only 4.3%. This confirms the advantage of seamlessly combining two distinct families of signals that mutually contribute to retrieval effectiveness.

Open-domain question answering can be reformulated as a phrase retrieval problem, without the need for processing documents on-demand during inference (Seo et al., 2019). However, current phrase retrieval models heavily depend on sparse representations and still underperform retriever-reader approaches. In this work, we show for the first time that we can learn dense representations of phrases alone that achieve much stronger performance in open-domain QA. We present an effective method to learn phrase representations from the supervision of reading comprehension tasks, coupled with novel negative sampling methods. We also propose a query-side fine-tuning strategy, which can support transfer learning and reduce the discrepancy between training and inference. On five popular open-domain QA datasets, our model DensePhrases improves over previous phrase retrieval models by 15%-25% absolute accuracy and matches the performance of state-of-the-art retriever-reader models. Our model is easy to parallelize due to pure dense representations and processes more than 10 questions per second on CPUs. Finally, we directly use our pre-indexed dense phrase representations for two slot filling tasks, showing the promise of utilizing DensePhrases as a dense knowledge base for downstream tasks.

Passage retrieval and ranking is a key task in open-domain question answering and information retrieval. Current effective approaches mostly rely on pre-trained deep language model-based retrievers and rankers. These methods have been shown to effectively model the semantic matching between queries and passages, also in presence of keyword mismatch, i.e. passages that are relevant to a query but do not contain important query keywords. In this paper we consider the Dense Retriever (DR), a passage retrieval method, and the BERT re-ranker, a popular passage re-ranking method. In this context, we formally investigate how these models respond and adapt to a specific type of keyword mismatch -- that caused by keyword typos occurring in queries. Through empirical investigation, we find that typos can lead to a significant drop in retrieval and ranking effectiveness. We then propose a simple typos-aware training framework for DR and BERT re-ranker to address this issue. Our experimental results on the MS MARCO passage ranking dataset show that, with our proposed typos-aware training, DR and BERT re-ranker can become robust to typos in queries, resulting in significantly improved effectiveness compared to models trained without appropriately accounting for typos.

Reading is integral to everyday life, and yet learning to read is a struggle for many young learners. During lessons, teachers can use comprehension questions to increase engagement, test reading skills, and improve retention. Historically such questions were written by skilled teachers, but recently language models have been used to generate comprehension questions. However, many existing Question Generation (QG) systems focus on generating literal questions from the text, and have no way to control the type of the generated question. In this paper, we study QG for reading comprehension where inferential questions are critical and extractive techniques cannot be used. We propose a two-step model (HTA-WTA) that takes advantage of previous datasets, and can generate questions for a specific targeted comprehension skill. We propose a new reading comprehension dataset that contains questions annotated with story-based reading comprehension skills (SBRCS), allowing for a more complete reader assessment. Across several experiments, our results show that HTA-WTA outperforms multiple strong baselines on this new dataset. We show that the HTA-WTA model tests for strong SCRS by asking deep inferential questions.

This paper introduces the first publicly available dataset for Automatic Essay Scoring (AES) and feedback generation in Basque, targeting the CEFR C1 proficiency level. The dataset comprises 3,200 essays from HABE, each annotated by expert evaluators with criterion specific scores covering correctness, richness, coherence, cohesion, and task alignment enriched with detailed feedback and error examples. We fine-tune open-source models, including RoBERTa-EusCrawl and Latxa 8B/70B, for both scoring and explanation generation. Our experiments show that encoder models remain highly reliable for AES, while supervised fine-tuning (SFT) of Latxa significantly enhances performance, surpassing state-of-the-art (SoTA) closed-source systems such as GPT-5 and Claude Sonnet 4.5 in scoring consistency and feedback quality. We also propose a novel evaluation methodology for assessing feedback generation, combining automatic consistency metrics with expert-based validation of extracted learner errors. Results demonstrate that the fine-tuned Latxa model produces criterion-aligned, pedagogically meaningful feedback and identifies a wider range of error types than proprietary models. This resource and benchmark establish a foundation for transparent, reproducible, and educationally grounded NLP research in low-resource languages such as Basque.

Recently, reading comprehension models achieved near-human performance on large-scale datasets such as SQuAD, CoQA, MS Macro, RACE, etc. This is largely due to the release of pre-trained contextualized representations such as BERT and ELMo, which can be fine-tuned for the target task. Despite those advances and the creation of more challenging datasets, most of the work is still done for English. Here, we study the effectiveness of multilingual BERT fine-tuned on large-scale English datasets for reading comprehension (e.g., for RACE), and we apply it to Bulgarian multiple-choice reading comprehension. We propose a new dataset containing 2,221 questions from matriculation exams for twelfth grade in various subjects -history, biology, geography and philosophy-, and 412 additional questions from online quizzes in history. While the quiz authors gave no relevant context, we incorporate knowledge from Wikipedia, retrieving documents matching the combination of question + each answer option. Moreover, we experiment with different indexing and pre-training strategies. The evaluation results show accuracy of 42.23%, which is well above the baseline of 24.89%.

Despite multi-billion parameter neural rankers being common components of state-of-the-art information retrieval pipelines, they are rarely used in production due to the enormous amount of compute required for inference. In this work, we propose a new method for distilling large rankers into their smaller versions focusing on out-of-domain effectiveness. We introduce InRanker, a version of monoT5 distilled from monoT5-3B with increased effectiveness on out-of-domain scenarios. Our key insight is to use language models and rerankers to generate as much as possible synthetic "in-domain" training data, i.e., data that closely resembles the data that will be seen at retrieval time. The pipeline consists of two distillation phases that do not require additional user queries or manual annotations: (1) training on existing supervised soft teacher labels, and (2) training on teacher soft labels for synthetic queries generated using a large language model. Consequently, models like monoT5-60M and monoT5-220M improved their effectiveness by using the teacher's knowledge, despite being 50x and 13x smaller, respectively. Models and code are available at https://github.com/unicamp-dl/InRanker.

Large language models encode impressively broad world knowledge in their parameters. However, the knowledge in static language models falls out of date, limiting the model's effective "shelf life." While online fine-tuning can reduce this degradation, we find that naively fine-tuning on a stream of documents leads to a low level of information uptake. We hypothesize that online fine-tuning does not sufficiently attend to important information. That is, the gradient signal from important tokens representing factual information is drowned out by the gradient from inherently noisy tokens, suggesting that a dynamic, context-aware learning rate may be beneficial. We therefore propose learning which tokens to upweight. We meta-train a small, autoregressive model to reweight the language modeling loss for each token during online fine-tuning, with the objective of maximizing the out-of-date base question-answering model's ability to answer questions about a document after a single weighted gradient step. We call this approach Context-aware Meta-learned Loss Scaling (CaMeLS). Across three different distributions of documents, our experiments find that CaMeLS provides substantially improved information uptake on streams of thousands of documents compared with standard fine-tuning and baseline heuristics for reweighting token losses.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

We study automatic question generation for sentences from text passages in reading comprehension. We introduce an attention-based sequence learning model for the task and investigate the effect of encoding sentence- vs. paragraph-level information. In contrast to all previous work, our model does not rely on hand-crafted rules or a sophisticated NLP pipeline; it is instead trainable end-to-end via sequence-to-sequence learning. Automatic evaluation results show that our system significantly outperforms the state-of-the-art rule-based system. In human evaluations, questions generated by our system are also rated as being more natural (i.e., grammaticality, fluency) and as more difficult to answer (in terms of syntactic and lexical divergence from the original text and reasoning needed to answer).

Open-domain question answering has exploded in popularity recently due to the success of dense retrieval models, which have surpassed sparse models using only a few supervised training examples. However, in this paper, we demonstrate current dense models are not yet the holy grail of retrieval. We first construct EntityQuestions, a set of simple, entity-rich questions based on facts from Wikidata (e.g., "Where was Arve Furset born?"), and observe that dense retrievers drastically underperform sparse methods. We investigate this issue and uncover that dense retrievers can only generalize to common entities unless the question pattern is explicitly observed during training. We discuss two simple solutions towards addressing this critical problem. First, we demonstrate that data augmentation is unable to fix the generalization problem. Second, we argue a more robust passage encoder helps facilitate better question adaptation using specialized question encoders. We hope our work can shed light on the challenges in creating a robust, universal dense retriever that works well across different input distributions.

Large language models (LLMs) have demonstrated their ability to learn in-context, allowing them to perform various tasks based on a few input-output examples. However, the effectiveness of in-context learning is heavily reliant on the quality of the selected examples. In this paper, we propose a novel framework to iteratively train dense retrievers that can identify high-quality in-context examples for LLMs. Our framework initially trains a reward model based on LLM feedback to evaluate the quality of candidate examples, followed by knowledge distillation to train a bi-encoder based dense retriever. Our experiments on a suite of 30 tasks demonstrate that our framework significantly enhances in-context learning performance. Furthermore, we show the generalization ability of our framework to unseen tasks during training. An in-depth analysis reveals that our model improves performance by retrieving examples with similar patterns, and the gains are consistent across LLMs of varying sizes.

As large language models improve, there is increasing interest in techniques that leverage these models' capabilities to refine their own outputs. In this work, we introduce Shepherd, a language model specifically tuned to critique responses and suggest refinements, extending beyond the capabilities of an untuned model to identify diverse errors and provide suggestions to remedy them. At the core of our approach is a high quality feedback dataset, which we curate from community feedback and human annotations. Even though Shepherd is small (7B parameters), its critiques are either equivalent or preferred to those from established models including ChatGPT. Using GPT-4 for evaluation, Shepherd reaches an average win-rate of 53-87% compared to competitive alternatives. In human evaluation, Shepherd strictly outperforms other models and on average closely ties with ChatGPT.

Many recent advances in natural language generation have been fueled by training large language models on internet-scale data. However, this paradigm can lead to models that generate toxic, inaccurate, and unhelpful content, and automatic evaluation metrics often fail to identify these behaviors. As models become more capable, human feedback is an invaluable signal for evaluating and improving models. This survey aims to provide an overview of the recent research that has leveraged human feedback to improve natural language generation. First, we introduce an encompassing formalization of feedback, and identify and organize existing research into a taxonomy following this formalization. Next, we discuss how feedback can be described by its format and objective, and cover the two approaches proposed to use feedback (either for training or decoding): directly using the feedback or training feedback models. We also discuss existing datasets for human-feedback data collection, and concerns surrounding feedback collection. Finally, we provide an overview of the nascent field of AI feedback, which exploits large language models to make judgments based on a set of principles and minimize the need for human intervention.

Humanities scholars commonly provide evidence for claims that they make about a work of literature (e.g., a novel) in the form of quotations from the work. We collect a large-scale dataset (RELiC) of 78K literary quotations and surrounding critical analysis and use it to formulate the novel task of literary evidence retrieval, in which models are given an excerpt of literary analysis surrounding a masked quotation and asked to retrieve the quoted passage from the set of all passages in the work. Solving this retrieval task requires a deep understanding of complex literary and linguistic phenomena, which proves challenging to methods that overwhelmingly rely on lexical and semantic similarity matching. We implement a RoBERTa-based dense passage retriever for this task that outperforms existing pretrained information retrieval baselines; however, experiments and analysis by human domain experts indicate that there is substantial room for improvement over our dense retriever.

Language models (LMs) are bound to their tokenizer, which maps raw text to a sequence of vocabulary items (tokens). This restricts their flexibility: for example, LMs trained primarily on English may still perform well in other natural and programming languages, but have vastly decreased efficiency due to their English-centric tokenizer. To mitigate this, we should be able to swap the original LM tokenizer with an arbitrary one, on the fly, without degrading performance. Hence, in this work we define a new problem: Zero-Shot Tokenizer Transfer (ZeTT). The challenge at the core of ZeTT is finding embeddings for the tokens in the vocabulary of the new tokenizer. Since prior heuristics for initializing embeddings often perform at chance level in a ZeTT setting, we propose a new solution: we train a hypernetwork taking a tokenizer as input and predicting the corresponding embeddings. We empirically demonstrate that the hypernetwork generalizes to new tokenizers both with encoder (e.g., XLM-R) and decoder LLMs (e.g., Mistral-7B). Our method comes close to the original models' performance in cross-lingual and coding tasks while markedly reducing the length of the tokenized sequence. We also find that the remaining gap can be quickly closed by continued training on less than 1B tokens. Finally, we show that a ZeTT hypernetwork trained for a base (L)LM can also be applied to fine-tuned variants without extra training. Overall, our results make substantial strides toward detaching LMs from their tokenizer.

Training high-performing Small Language Models (SLMs) remains costly, even with knowledge distillation and pruning from larger teacher models. Existing work often faces three key challenges: (1) information loss from hard pruning, (2) inefficient alignment of representations, and (3) underutilization of informative activations, particularly from Feed-Forward Networks (FFNs). To address these challenges, we introduce Low-Rank Clone (LRC), an efficient pre-training method that constructs SLMs aspiring to behavioral equivalence with strong teacher models. LRC trains a set of low-rank projection matrices that jointly enable soft pruning by compressing teacher weights, and activation clone by aligning student activations, including FFN signals, with those of the teacher. This unified design maximizes knowledge transfer while removing the need for explicit alignment modules. Extensive experiments with open-source teachers (e.g., Llama-3.2-3B-Instruct, Qwen2.5-3B/7B-Instruct) show that LRC matches or surpasses state-of-the-art models trained on trillions of tokens--while using only 20B tokens, achieving over 1,000x training efficiency. Our codes and model checkpoints are available at https://github.com/CURRENTF/LowRankClone and https://huggingface.co/collections/JitaiHao/low-rank-clone-lrc-6828389e96a93f1d4219dfaf.

Language model (LM) decoding is based on the next-token prediction (NTP) probability distribution. For neural LMs (e.g., Transformer-based), NTP distribution is essentially a softmax-regularized dot product between an encoded input context (query) and fixed vocabulary representations (keys). In this paper, we study the effect of the key distribution on the NTP distribution, with a focus on whether the similarity between keys will trigger spurious correlations in NTP. Through knowledge-probing tasks, we show that in the NTP distribution, the few top-ranked tokens are typically accurate. However, the middle-ranked prediction is highly biased towards the tokens that are distributionally (not necessarily semantically) similar to these top ones. For instance, if "P" is predicted as the top-1 token, "A"-"Z" will all be ranked high in NTP, no matter whether they can lead to correct decoding results. This hurts the sampling diversity and makes the sampling of correct, long-tail results hopeless and noisy. We attempt to alleviate this issue via a novel in-context method that iteratively pushes the query representation away from explored regions. Specifically, we include the explored decoding results in the context and prompt the LM to generate something else, which encourages the LM to produce a query representation that has small dot products with explored keys. Experiments on knowledge-probing tasks show that our method leads to efficient navigation away from explored keys to correct new keys. We further extend our method to open-ended and chain-of-thought (for reasoning) generation. Experiment results show that ICN contributes to better generation diversity and improved self-consistency voting performance. Finally, we discuss potential training issues caused by the fixed key space together with the challenges and possible ways to address them in future research.

Using large teacher models to guide the training of smaller student models has become the prevailing paradigm for efficient and effective learning. However, vocabulary mismatches between teacher and student language models pose significant challenges in language modeling, resulting in divergent token sequences and output distributions. To overcome these limitations, we propose Vocabulary-agnostic Teacher Guided Language Modeling (VocAgnoLM), a novel approach that bridges the gap caused by vocabulary mismatch through two key methods: (1) Token-level Lexical Alignment, which aligns token sequences across mismatched vocabularies, and (2) Teacher Guided Loss, which leverages the loss of teacher model to guide effective student training. We demonstrate its effectiveness in language modeling with 1B student model using various 7B teacher models with different vocabularies. Notably, with Qwen2.5-Math-Instruct, a teacher model sharing only about 6% of its vocabulary with TinyLlama, VocAgnoLM achieves a 46% performance improvement compared to naive continual pretraining. Furthermore, we demonstrate that VocAgnoLM consistently benefits from stronger teacher models, providing a robust solution to vocabulary mismatches in language modeling.

Engagement and motivation are crucial for second-language acquisition, yet maintaining learner interest in educational conversations remains a challenge. While prior research has explored what makes educational texts interesting, still little is known about the linguistic features that drive engagement in conversations. To address this gap, we introduce IntrEx, the first large dataset annotated for interestingness and expected interestingness in teacher-student interactions. Built upon the Teacher-Student Chatroom Corpus (TSCC), IntrEx extends prior work by incorporating sequence-level annotations, allowing for the study of engagement beyond isolated turns to capture how interest evolves over extended dialogues. We employ a rigorous annotation process with over 100 second-language learners, using a comparison-based rating approach inspired by reinforcement learning from human feedback (RLHF) to improve agreement. We investigate whether large language models (LLMs) can predict human interestingness judgments. We find that LLMs (7B/8B parameters) fine-tuned on interestingness ratings outperform larger proprietary models like GPT-4o, demonstrating the potential for specialised datasets to model engagement in educational settings. Finally, we analyze how linguistic and cognitive factors, such as concreteness, comprehensibility (readability), and uptake, influence engagement in educational dialogues.

Knowledge distillation is often used to transfer knowledge from a strong teacher model to a relatively weak student model. Traditional methods include response-based methods and feature-based methods. Response-based methods are widely used but suffer from lower upper limits of performance due to their ignorance of intermediate signals, while feature-based methods have constraints on vocabularies, tokenizers and model architectures. In this paper, we propose a liberal feature-based distillation method (LEAD). LEAD aligns the distribution between the intermediate layers of teacher model and student model, which is effective, extendable, portable and has no requirements on vocabularies, tokenizers, or model architectures. Extensive experiments show the effectiveness of LEAD on widely-used benchmarks, including MS MARCO Passage Ranking, TREC 2019 DL Track, MS MARCO Document Ranking and TREC 2020 DL Track. Our code is available in https://github.com/microsoft/SimXNS/tree/main/LEAD.

Dense retrievers play a vital role in accessing external and specialized knowledge to augment language models (LMs). Training dense retrievers typically requires annotated query-document pairs, which are costly to create and scarce in specialized domains (e.g., code) or in complex settings (e.g., requiring reasoning). These practical challenges have sparked growing interest in self-supervised retriever learning. Since LMs are trained to capture token-level dependencies through a self-supervised learning objective (i.e., next token prediction), we can analogously cast retrieval as learning dependencies among chunks of tokens. This analogy naturally leads to the question: How can we adapt self-supervised learning objectives in the spirit of language modeling to train retrievers? To answer this question, we introduce Revela, a unified and scalable training framework for self-supervised retriever learning via language modeling. Revela models semantic dependencies among documents by conditioning next token prediction on local and cross-document context through an in-batch attention mechanism. This attention is weighted by retriever-computed similarity scores, enabling the retriever to be optimized as part of language modeling. We evaluate Revela on domain-specific (CoIR), reasoning-intensive (BRIGHT), and general-domain (BEIR) benchmarks across various retriever backbones. Without annotated or synthetic query-document pairs, Revela surpasses larger supervised models and proprietary APIs on CoIR and matches them on BRIGHT. It achieves BEIR's unsupervised SoTA with ~ 1000x less training data and 10x less compute. Performance increases with batch size and model size, highlighting Revela's scalability and its promise for self-supervised retriever learning.

Recently, dense passage retrieval has become a mainstream approach to finding relevant information in various natural language processing tasks. A number of studies have been devoted to improving the widely adopted dual-encoder architecture. However, most of the previous studies only consider query-centric similarity relation when learning the dual-encoder retriever. In order to capture more comprehensive similarity relations, we propose a novel approach that leverages both query-centric and PAssage-centric sImilarity Relations (called PAIR) for dense passage retrieval. To implement our approach, we make three major technical contributions by introducing formal formulations of the two kinds of similarity relations, generating high-quality pseudo labeled data via knowledge distillation, and designing an effective two-stage training procedure that incorporates passage-centric similarity relation constraint. Extensive experiments show that our approach significantly outperforms previous state-of-the-art models on both MSMARCO and Natural Questions datasets.

Supervised Fine-Tuning (SFT) is commonly used to train language models to imitate annotated responses for given instructions. In this paper, we challenge this paradigm and propose Critique Fine-Tuning (CFT), a strategy where models learn to critique noisy responses rather than simply imitate correct ones. Inspired by human learning processes that emphasize critical thinking, CFT encourages deeper analysis and nuanced understanding-traits often overlooked by standard SFT. To validate the effectiveness of CFT, we construct a 50K-sample dataset from WebInstruct, using GPT-4o as the teacher to generate critiques in the form of (input=[query; noisy response], output=critique). CFT on this dataset yields a consistent 4-10% improvement over SFT on six math benchmarks with different base models like Qwen2.5, Qwen2.5-Math and DeepSeek-Math. We further expand to MetaMath and NuminaMath datasets and observe similar gains over SFT. Notably, our Qwen2.5-Math-CFT model-trained on just 50K samples-matches or outperforms competitive models such as AceMath and Qwen2.5-Math-Instruct on most benchmarks, both of which use over 2M samples. Ablation studies show that CFT is robust to the source of noisy response and teacher critique model. Through these findings, we argue that critique-based training offers a more effective alternative to advance the reasoning of language models.

Large Language Models (LLMs) rely on the Key-Value (KV) Cache to store token history, enabling efficient decoding of tokens. As the KV-Cache grows, it becomes a major memory and computation bottleneck, however, there is an opportunity to alleviate this bottleneck, especially because prior research has shown that only a small subset of tokens contribute meaningfully to each decoding step. A key challenge in finding these critical tokens is that they are dynamic, and heavily input query-dependent. Existing methods either risk quality by evicting tokens permanently, or retain the full KV-Cache but rely on retrieving chunks (pages) of tokens at generation, failing at dense, context-rich tasks. Additionally, many existing KV-Cache sparsity methods rely on inaccurate proxies for token importance. To address these limitations, we introduce TokenButler, a high-granularity, query-aware predictor that learns to identify these critical tokens. By training a light-weight predictor with less than 1.2% parameter overhead, TokenButler prioritizes tokens based on their contextual, predicted importance. This improves perplexity & downstream accuracy by over 8% relative to SoTA methods for estimating token importance. We evaluate TokenButler on a novel synthetic small-context co-referential retrieval task, demonstrating near-oracle accuracy. Code, models and benchmarks: https://github.com/abdelfattah-lab/TokenButler

When writing and talking, people sometimes pause to think. Although reasoning-focused works have often framed reasoning as a method of answering questions or completing agentic tasks, reasoning is implicit in almost all written text. For example, this applies to the steps not stated between the lines of a proof or to the theory of mind underlying a conversation. In the Self-Taught Reasoner (STaR, Zelikman et al. 2022), useful thinking is learned by inferring rationales from few-shot examples in question-answering and learning from those that lead to a correct answer. This is a highly constrained setting -- ideally, a language model could instead learn to infer unstated rationales in arbitrary text. We present Quiet-STaR, a generalization of STaR in which LMs learn to generate rationales at each token to explain future text, improving their predictions. We address key challenges, including 1) the computational cost of generating continuations, 2) the fact that the LM does not initially know how to generate or use internal thoughts, and 3) the need to predict beyond individual next tokens. To resolve these, we propose a tokenwise parallel sampling algorithm, using learnable tokens indicating a thought's start and end, and an extended teacher-forcing technique. Encouragingly, generated rationales disproportionately help model difficult-to-predict tokens and improve the LM's ability to directly answer difficult questions. In particular, after continued pretraining of an LM on a corpus of internet text with Quiet-STaR, we find zero-shot improvements on GSM8K (5.9%rightarrow10.9%) and CommonsenseQA (36.3%rightarrow47.2%) and observe a perplexity improvement of difficult tokens in natural text. Crucially, these improvements require no fine-tuning on these tasks. Quiet-STaR marks a step towards LMs that can learn to reason in a more general and scalable way.

Existing text simplification or paraphrase datasets mainly focus on sentence-level text generation in a general domain. These datasets are typically developed without using domain knowledge. In this paper, we release a novel dataset, VTechAGP, which is the first academic-to-general-audience text paraphrase dataset consisting of 4,938 document-level these and dissertation academic and general-audience abstract pairs from 8 colleges authored over 25 years. We also propose a novel dynamic soft prompt generative language model, DSPT5. For training, we leverage a contrastive-generative loss function to learn the keyword vectors in the dynamic prompt. For inference, we adopt a crowd-sampling decoding strategy at both semantic and structural levels to further select the best output candidate. We evaluate DSPT5 and various state-of-the-art large language models (LLMs) from multiple perspectives. Results demonstrate that the SOTA LLMs does not provide satisfactory outcomes, while the lightweight DSPT5 can achieve competitive results. To the best of our knowledge, we are the first to build a benchmark dataset and solutions for academic-to-general-audience text paraphrase dataset.

Providing explainable and faithful feedback is crucial for automated student answer assessment. In this paper, we introduce a novel framework that explores using ChatGPT, a cutting-edge large language model, for the concurrent tasks of student answer scoring and rationale generation. We identify the appropriate instructions by prompting ChatGPT with different templates to collect the rationales, where inconsistent rationales are refined to align with marking standards. The refined ChatGPT outputs enable us to fine-tune a smaller language model that simultaneously assesses student answers and provides rationales. Extensive experiments on the benchmark dataset show that the proposed method improves the overall QWK score by 11% compared to ChatGPT. Furthermore, our thorough analysis and human evaluation demonstrate that the rationales generated by our proposed method are comparable to those of ChatGPT. Our approach provides a viable solution to achieve explainable automated assessment in education. Code available at https://github.com/lijiazheng99/aera.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

The rapid expansion of the digital world has propelled sentiment analysis into a critical tool across diverse sectors such as marketing, politics, customer service, and healthcare. While there have been significant advancements in sentiment analysis for widely spoken languages, low-resource languages, such as Bangla, remain largely under-researched due to resource constraints. Furthermore, the recent unprecedented performance of Large Language Models (LLMs) in various applications highlights the need to evaluate them in the context of low-resource languages. In this study, we present a sizeable manually annotated dataset encompassing 33,605 Bangla news tweets and Facebook comments. We also investigate zero- and few-shot in-context learning with several language models, including Flan-T5, GPT-4, and Bloomz, offering a comparative analysis against fine-tuned models. Our findings suggest that monolingual transformer-based models consistently outperform other models, even in zero and few-shot scenarios. To foster continued exploration, we intend to make this dataset and our research tools publicly available to the broader research community. In the spirit of further research, we plan to make this dataset and our experimental resources publicly accessible to the wider research community.

Large language models (LLMs) have emerged as a widely-used tool for information seeking, but their generated outputs are prone to hallucination. In this work, we aim to enable LLMs to generate text with citations, improving their factual correctness and verifiability. Existing work mainly relies on commercial search engines and human evaluation, making it challenging to reproduce and compare with different modeling approaches. We propose ALCE, the first benchmark for Automatic LLMs' Citation Evaluation. ALCE collects a diverse set of questions and retrieval corpora and requires building end-to-end systems to retrieve supporting evidence and generate answers with citations. We build automatic metrics along three dimensions -- fluency, correctness, and citation quality -- and demonstrate their strong correlation with human judgements. Our experiments with state-of-the-art LLMs and novel prompting strategies show that current systems have considerable room for improvements -- for example, on the ELI5 dataset, even the best model has 49% of its generations lacking complete citation support. Our extensive analyses further highlight promising future directions, including developing better retrievers, advancing long-context LLMs, and improving the ability to synthesize information from multiple sources.

Large language models (LLMs) are increasingly evaluated and sometimes trained using automated graders such as LLM-as-judges that output scalar scores or preferences. While convenient, these approaches are often opaque: a single score rarely explains why an answer is good or bad, which requirements were missed, or how a system should be improved. This lack of interpretability limits their usefulness for model development, dataset curation, and high-stakes deployment. Query-specific rubric-based evaluation offers a more transparent alternative by decomposing quality into explicit, checkable criteria. However, manually designing high-quality, query-specific rubrics is labor-intensive and cognitively demanding and not feasible for deployment. While previous approaches have focused on generating intermediate rubrics for automated downstream evaluation, it is unclear if these rubrics are both interpretable and effective for human users. In this work, we investigate whether LLMs can generate useful, instance-specific rubrics as compared to human-authored rubrics, while also improving effectiveness for identifying good responses. Through our systematic study on two rubric benchmarks, and on multiple few-shot and post-training strategies, we find that off-the-shelf LLMs produce rubrics that are poorly aligned with human-authored ones. We introduce a simple strategy, RubricRAG, which retrieves domain knowledge via rubrics at inference time from related queries. We demonstrate that RubricRAG can generate more interpretable rubrics both for similarity to human-authored rubrics, and for improved downstream evaluation effectiveness. Our results highlight both the challenges and a promising approach of scalable, interpretable evaluation through automated rubric generation.

Question Answering (QA) in NLP is the task of finding answers to a query within a relevant context retrieved by a retrieval system. Yet, the mix of relevant and irrelevant information in these contexts can hinder performance enhancements in QA tasks. To address this, we introduce a context filtering approach that removes non-essential details, summarizing crucial content through Reward Modeling. This method emphasizes keeping vital data while omitting the extraneous during summarization model training. We offer a framework for developing efficient QA models by discerning useful information from dataset pairs, bypassing the need for costly human evaluation. Furthermore, we show that our approach can significantly outperform the baseline, as evidenced by a 6.8-fold increase in the EM Per Token (EPT) metric, which we propose as a measure of token efficiency, indicating a notable token-efficiency boost for low-resource settings.

As research in large language models (LLMs) continues to accelerate, LLM-based evaluation has emerged as a scalable and cost-effective alternative to human evaluations for comparing the ever increasing list of models. This paper investigates the efficacy of these "LLM evaluators", particularly in using them to assess instruction following, a metric that gauges how closely generated text adheres to the given instruction. We introduce a challenging meta-evaluation benchmark, LLMBar, designed to test the ability of an LLM evaluator in discerning instruction-following outputs. The authors manually curated 419 pairs of outputs, one adhering to instructions while the other diverging, yet may possess deceptive qualities that mislead an LLM evaluator, e.g., a more engaging tone. Contrary to existing meta-evaluation, we discover that different evaluators (i.e., combinations of LLMs and prompts) exhibit distinct performance on LLMBar and even the highest-scoring ones have substantial room for improvement. We also present a novel suite of prompting strategies that further close the gap between LLM and human evaluators. With LLMBar, we hope to offer more insight into LLM evaluators and foster future research in developing better instruction-following models.

Segmenting text into fine-grained units of meaning is important to a wide range of NLP applications. The default approach of segmenting text into sentences is often insufficient, especially since sentences are usually complex enough to include multiple units of meaning that merit separate treatment in the downstream task. We focus on the task of abstractive proposition segmentation: transforming text into simple, self-contained, well-formed sentences. Several recent works have demonstrated the utility of proposition segmentation with few-shot prompted LLMs for downstream tasks such as retrieval-augmented grounding and fact verification. However, this approach does not scale to large amounts of text and may not always extract all the facts from the input text. In this paper, we first introduce evaluation metrics for the task to measure several dimensions of quality. We then propose a scalable, yet accurate, proposition segmentation model. We model proposition segmentation as a supervised task by training LLMs on existing annotated datasets and show that training yields significantly improved results. We further show that by using the fine-tuned LLMs as teachers for annotating large amounts of multi-domain synthetic distillation data, we can train smaller student models with results similar to the teacher LLMs. We then demonstrate that our technique leads to effective domain generalization, by annotating data in two domains outside the original training data and evaluating on them. Finally, as a key contribution of the paper, we share an easy-to-use API for NLP practitioners to use.

Modern language models rely on static vocabularies, fixed before pretraining, in contrast to the adaptive vocabulary acquisition observed in human language learning. To bridge this gap, we introduce vocabulary curriculum learning, an approach that improves pretraining efficiency with log-linear scaling gains relative to vocabulary size. Our method alternates between entropy-guided vocabulary expansion and model optimization, enabling models to learn transferable representations across diverse tokenization granularities. This approach naturally gives rise to an optimal computation allocation pattern: longer tokens capture predictable content, while shorter tokens focus on more complex, harder-to-predict contexts. Experiments on small-scale GPT models demonstrate improved scaling efficiency, reinforcing the effectiveness of dynamic tokenization. We release our code to support further research and plan to extend our experiments to larger models and diverse domains.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

Large Language Models (LLMs) excel at reasoning and planning when trained on chainof-thought (CoT) data, where the step-by-step thought process is explicitly outlined by text tokens. However, this results in lengthy inputs where many words support textual coherence rather than core reasoning information, and processing these inputs consumes substantial computation resources. In this work, we propose a hybrid representation of the reasoning process, where we partially abstract away the initial reasoning steps using latent discrete tokens generated by VQ-VAE, significantly reducing the length of reasoning traces. We explore the use of latent trace abstractions in two scenarios: 1) training the model from scratch for the Keys-Finding Maze problem, 2) fine-tuning LLMs on this hybrid data with an extended vocabulary including unseen latent tokens, for both logical and mathematical reasoning problems. To facilitate effective learning, we introduce a simple training procedure that randomly mixes latent and text tokens, which enables fast adaptation to new latent tokens. Our approach consistently outperforms the baselines methods in various benchmarks.

Current state-of-the-art models for natural language understanding require a preprocessing step to convert raw text into discrete tokens. This process known as tokenization relies on a pre-built vocabulary of words or sub-word morphemes. This fixed vocabulary limits the model's robustness to spelling errors and its capacity to adapt to new domains. In this work, we introduce a novel open-vocabulary language model that adopts a hierarchical two-level approach: one at the word level and another at the sequence level. Concretely, we design an intra-word module that uses a shallow Transformer architecture to learn word representations from their characters, and a deep inter-word Transformer module that contextualizes each word representation by attending to the entire word sequence. Our model thus directly operates on character sequences with explicit awareness of word boundaries, but without biased sub-word or word-level vocabulary. Experiments on various downstream tasks show that our method outperforms strong baselines. We also demonstrate that our hierarchical model is robust to textual corruption and domain shift.

This paper describes a system designed to distinguish between AI-generated and human-written scientific excerpts in the DAGPap24 competition hosted within the Fourth Workshop on Scientific Document Processing. In this competition the task is to find artificially generated token-level text fragments in documents of a scientific domain. Our work focuses on the use of a multi-task learning architecture with two heads. The application of this approach is justified by the specificity of the task, where class spans are continuous over several hundred characters. We considered different encoder variations to obtain a state vector for each token in the sequence, as well as a variation in splitting fragments into tokens to further feed into the input of a transform-based encoder. This approach allows us to achieve a 9% quality improvement relative to the baseline solution score on the development set (from 0.86 to 0.95) using the average macro F1-score, as well as a score of 0.96 on a closed test part of the dataset from the competition.

To be discoverable in an embedding-based search process, each part of a document should be reflected in its embedding representation. To quantify any potential reflection biases, we introduce a permutation-based evaluation framework. With this, we observe that state-of-the-art embedding models exhibit systematic positional and language biases when documents are longer and consist of multiple segments. Specifically, early segments and segments in higher-resource languages like English are over-represented, while later segments and segments in lower-resource languages are marginalized. In our further analysis, we find that the positional bias stems from front-loaded attention distributions in pooling-token embeddings, where early tokens receive more attention. To mitigate this issue, we introduce an inference-time attention calibration method that redistributes attention more evenly across document positions, increasing discoverabiltiy of later segments. Our evaluation framework and attention calibration is available at https://github.com/impresso/fair-sentence-transformers

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Current evaluations of sentence embedding models typically rely on static test beds such as the Massive Text Embedding Benchmark (MTEB). While invaluable, repeated tuning on a fixed suite can inflate reported performance and obscure real-world robustness. We introduce the Paraphrasing Text Embedding Benchmark (PTEB), a dynamic protocol that stochastically generates meaning-preserving paraphrases at evaluation time and aggregates results across multiple runs. Using a cost-efficient LLM-based method grounded in semantic textual similarity gold ratings, we show that LLMs generate token-diverse but semantically preserving, paraphrases. Across 7 MTEB tasks, we validate our hypothesis that the performance of sentence encoders is sensitive to changes in token space even when semantics remain fixed. We also observe that smaller models are not disproportionately affected relative to larger ones. Our results are statistically robust over multiple runs and we extended our experiments to 3 multilingual datasets covering 10 languages. More generally, we aim to propose a new evaluation paradigm in NLP that relies less on static, pre-defined benchmarks but shifts towards dynamic, stochastic evaluation leveraging eval-time compute.

Knowledge Distillation (KD) has emerged as a promising approach for transferring knowledge from a larger, more complex teacher model to a smaller student model. Traditionally, KD involves training the student to mimic the teacher's output probabilities, while more advanced techniques have explored guiding the student to adopt the teacher's internal representations. Despite its widespread success, the performance of KD in binary classification and few-class problems has been less satisfactory. This is because the information about the teacher model's generalization patterns scales directly with the number of classes. Moreover, several sophisticated distillation methods may not be universally applicable or effective for data types beyond Computer Vision. Consequently, effective distillation techniques remain elusive for a range of key real-world applications, such as sentiment analysis, search query understanding, and advertisement-query relevance assessment. Taking these observations into account, we introduce a novel method for distilling knowledge from the teacher's model representations, which we term Learning Embedding Linear Projections (LELP). Inspired by recent findings about the structure of final-layer representations, LELP works by identifying informative linear subspaces in the teacher's embedding space, and splitting them into pseudo-subclasses. The student model is then trained to replicate these pseudo-classes. Our experimental evaluation on large-scale NLP benchmarks like Amazon Reviews and Sentiment140 demonstrate the LELP is consistently competitive with, and typically superior to, existing state-of-the-art distillation algorithms for binary and few-class problems, where most KD methods suffer.

Recent efforts leverage knowledge distillation techniques to develop lightweight and practical sentiment analysis models. These methods are grounded in human-written instructions and large-scale user texts. Despite the promising results, two key challenges remain: (1) manually written instructions are limited in diversity and quantity, making them insufficient to ensure comprehensive coverage of distilled knowledge; (2) large-scale user texts incur high computational cost, hindering the practicality of these methods. To this end, we introduce CompEffDist, a comprehensive and efficient distillation framework for sentiment analysis. Our framework consists of two key modules: attribute-based automatic instruction construction and difficulty-based data filtering, which correspondingly tackle the aforementioned challenges. Applying our method across multiple model series (Llama-3, Qwen-3, and Gemma-3), we enable 3B student models to match the performance of 20x larger teacher models on most tasks. In addition, our approach greatly outperforms baseline methods in data efficiency, attaining the same performance level with only 10% of the data.

Automatic evaluation benchmarks such as MT-Bench, Arena-Hard, and Auto-Arena are seeing growing adoption for the evaluation of Large Language Models (LLMs). Existing research has primarily focused on approximating human-based model rankings using limited data and LLM-as-a-Judge. However, the fundamental premise of these studies, which attempts to replicate human rankings, is flawed. Specifically, these benchmarks typically offer only overall scores, limiting their utility to leaderboard rankings, rather than providing feedback that can guide model optimization and support model profiling. Therefore, we advocate for an evaluation paradigm shift from approximating human-based model rankings to providing feedback with analytical value. To this end, we introduce Feedbacker, an evaluation framework that provides comprehensive and fine-grained results, thereby enabling thorough identification of a model's specific strengths and weaknesses. Such feedback not only supports the targeted optimization of the model but also enhances the understanding of its behavior. Feedbacker comprises three key components: an extensible tree-based query taxonomy builder, an automated query synthesis scheme, and a suite of visualization and analysis tools. Furthermore, we propose a novel LLM-as-a-Judge method: PC2 (Pre-Comparison-derived Criteria) pointwise evaluation. This method derives evaluation criteria by pre-comparing the differences between several auxiliary responses, achieving the accuracy of pairwise evaluation while maintaining the time complexity of pointwise evaluation. Finally, leveraging the evaluation results of 17 mainstream LLMs, we demonstrate the usage of Feedbacker and highlight its effectiveness and potential. Our homepage project is available at https://liudan193.github.io/Feedbacker.