The proliferation of misinformation necessitates scalable, automated fact-checking solutions. Yet, current benchmarks often overlook multilingual and topical diversity. This paper introduces a novel, dynamically extensible data set that includes 61,514 claims in multiple languages and topics, extending existing datasets up to 2024. Through a comprehensive evaluation of five prominent Large Language Models (LLMs), including GPT-4o, GPT-3.5 Turbo, LLaMA 3.1, and Mixtral 8x7B, we identify significant performance gaps between different languages and topics. While overall GPT-4o achieves the highest accuracy, it declines to classify 43% of claims. Across all models, factual-sounding claims are misclassified more often than opinions, revealing a key vulnerability. These findings underscore the need for caution and highlight challenges in deploying LLM-based fact-checking systems at scale. To whom correspondence should be addressed: lorraine.saju@gesis.org

Large language models (LLMs), exemplified by ChatGPT, have gained considerable attention for their excellent natural language processing capabilities. Nonetheless, these LLMs present many challenges, particularly in the realm of trustworthiness. Therefore, ensuring the trustworthiness of LLMs emerges as an important topic. This paper introduces TrustLLM, a comprehensive study of trustworthiness in LLMs, including principles for different dimensions of trustworthiness, established benchmark, evaluation, and analysis of trustworthiness for mainstream LLMs, and discussion of open challenges and future directions. Specifically, we first propose a set of principles for trustworthy LLMs that span eight different dimensions. Based on these principles, we further establish a benchmark across six dimensions including truthfulness, safety, fairness, robustness, privacy, and machine ethics. We then present a study evaluating 16 mainstream LLMs in TrustLLM, consisting of over 30 datasets. Our findings firstly show that in general trustworthiness and utility (i.e., functional effectiveness) are positively related. Secondly, our observations reveal that proprietary LLMs generally outperform most open-source counterparts in terms of trustworthiness, raising concerns about the potential risks of widely accessible open-source LLMs. However, a few open-source LLMs come very close to proprietary ones. Thirdly, it is important to note that some LLMs may be overly calibrated towards exhibiting trustworthiness, to the extent that they compromise their utility by mistakenly treating benign prompts as harmful and consequently not responding. Finally, we emphasize the importance of ensuring transparency not only in the models themselves but also in the technologies that underpin trustworthiness. Knowing the specific trustworthy technologies that have been employed is crucial for analyzing their effectiveness.

The intersection of the Foundation Model (FM) and Federated Learning (FL) provides mutual benefits, presents a unique opportunity to unlock new possibilities in AI research, and address critical challenges in AI and real-world applications. FL expands the availability of data for FMs and enables computation sharing, distributing the training process and reducing the burden on FL participants. It promotes collaborative FM development, democratizing the process and fostering inclusivity and innovation. On the other hand, FM, with its enormous size, pre-trained knowledge, and exceptional performance, serves as a robust starting point for FL, facilitating faster convergence and better performance under non-iid data. Additionally, leveraging FM to generate synthetic data enriches data diversity, reduces overfitting, and preserves privacy. By examining the interplay between FL and FM, this paper aims to deepen the understanding of their synergistic relationship, highlighting the motivations, challenges, and future directions. Through an exploration of the challenges faced by FL and FM individually and their interconnections, we aim to inspire future research directions that can further enhance both fields, driving advancements and propelling the development of privacy-preserving and scalable systems for both FL and FM.

Adversarial testing of large language models (LLMs) is crucial for their safe and responsible deployment. We introduce a novel approach for automated generation of adversarial evaluation datasets to test the safety of LLM generations on new downstream applications. We call it AI-assisted Red-Teaming (AART) - an automated alternative to current manual red-teaming efforts. AART offers a data generation and augmentation pipeline of reusable and customizable recipes that reduce human effort significantly and enable integration of adversarial testing earlier in new product development. AART generates evaluation datasets with high diversity of content characteristics critical for effective adversarial testing (e.g. sensitive and harmful concepts, specific to a wide range of cultural and geographic regions and application scenarios). The data generation is steered by AI-assisted recipes to define, scope and prioritize diversity within the application context. This feeds into a structured LLM-generation process that scales up evaluation priorities. Compared to some state-of-the-art tools, AART shows promising results in terms of concept coverage and data quality.

If the authors of a recent Stanford report (Bommasani et al., 2021) on the opportunities and risks of "foundation models" are to be believed, these models represent a paradigm shift for AI and for the domains in which they will supposedly be used, including education. Although the name is new (and contested (Field, 2021)), the term describes existing types of algorithmic models that are "trained on broad data at scale" and "fine-tuned" (i.e., adapted) for particular downstream tasks, and is intended to encompass large language models such as BERT or GPT-3 and computer vision models such as CLIP. Such technologies have the potential for harm broadly speaking (e.g., Bender et al., 2021), but their use in the educational domain is particularly fraught, despite the potential benefits for learners claimed by the authors. In section 3.3 of the Stanford report, Malik et al. argue that achieving the goal of providing education for all learners requires more efficient computational approaches that can rapidly scale across educational domains and across educational contexts, for which they argue foundation models are uniquely well-suited. However, evidence suggests that not only are foundation models not likely to achieve the stated benefits for learners, but their use may also introduce new risks for harm.