Automatically assessing question quality is crucial for educators as it saves time, ensures consistency, and provides immediate feedback for refining teaching materials. We propose a novel methodology called STRIVE (Structured Thinking and Refinement with multiLLMs for Improving Verified Question Estimation) using a series of Large Language Models (LLMs) for automatic question evaluation. This approach aims to improve the accuracy and depth of question quality assessment, ultimately supporting diverse learners and enhancing educational practices. The method estimates question quality in an automated manner by generating multiple evaluations based on the strengths and weaknesses of the provided question and then choosing the best solution generated by the LLM. Then the process is improved by iterative review and response with another LLM until the evaluation metric values converge. This sophisticated method of evaluating question quality improves the estimation of question quality by automating the task of question quality evaluation. Correlation scores show that using this proposed method helps to improve correlation with human judgments compared to the baseline method. Error analysis shows that metrics like relevance and appropriateness improve significantly relative to human judgments by using STRIVE.

This research paper presents a comprehensive analysis of the performance of prominent pre-trained large language models (LLMs), including GPT-4 Turbo, GPT-3.5 Turbo, text-davinci-003, text-babbage-001, text-curie-001, text-ada-001, llama-2-7b-chat, llama-2-13b-chat, and llama-2-70b-chat, in comparison to expert human evaluators in providing scores, identifying errors, and offering feedback and improvement suggestions to candidates during mock HR (Human Resources) interviews. We introduce a dataset called HURIT (Human Resource Interview Transcripts), which comprises 3,890 HR interview transcripts sourced from real-world HR interview scenarios. Our findings reveal that pre-trained LLMs, particularly GPT-4 Turbo and GPT-3.5 Turbo, exhibit commendable performance and are capable of producing evaluations comparable to those of expert human evaluators. Although these LLMs demonstrate proficiency in providing scores comparable to human experts in terms of human evaluation metrics, they frequently fail to identify errors and offer specific actionable advice for candidate performance improvement in HR interviews. Our research suggests that the current state-of-the-art pre-trained LLMs are not fully conducive for automatic deployment in an HR interview assessment. Instead, our findings advocate for a human-in-the-loop approach, to incorporate manual checks for inconsistencies and provisions for improving feedback quality as a more suitable strategy.

We propose a novel three-step prompt-tuning method for Bengali Grammatical Error Explanation (BGEE) using state-of-the-art large language models (LLMs) such as GPT-4, GPT-3.5 Turbo, and Llama-2-70b. Our approach involves identifying and categorizing grammatical errors in Bengali sentences, generating corrected versions of the sentences, and providing natural language explanations for each identified error. We evaluate the performance of our BGEE system using both automated evaluation metrics and human evaluation conducted by experienced Bengali language experts. Our proposed prompt-tuning approach shows that GPT-4, the best performing LLM, surpasses the baseline model in automated evaluation metrics, with a 5.26% improvement in F1 score and a 6.95% improvement in exact match. Furthermore, compared to the previous baseline, GPT-4 demonstrates a decrease of 25.51% in wrong error type and a decrease of 26.27% in wrong error explanation . However, the results still lag behind the human baseline.

In the field of legged robot motion control, reinforcement learning (RL) holds great promise but faces two major challenges: high computational cost for training individual robots and poor generalization of trained models. To address these problems, this paper proposes a novel framework called Prior Transfer Reinforcement Learning (PTRL), which improves both training efficiency and model transferability across different robots. Drawing inspiration from model transfer techniques in deep learning, PTRL introduces a fine-tuning mechanism that selectively freezes layers of the policy network during transfer, making it the first to apply such a method in RL. The framework consists of three stages: pre-training on a source robot using the Proximal Policy Optimization (PPO) algorithm, transferring the learned policy to a target robot, and fine-tuning with partial network freezing. Extensive experiments on various robot platforms confirm that this approach significantly reduces training time while maintaining or even improving performance. Moreover, the study quantitatively analyzes how the ratio of frozen layers affects transfer results, providing valuable insights into optimizing the process. The experimental outcomes show that PTRL achieves better walking control performance and demonstrates strong generalization and adaptability, offering a promising solution for efficient and scalable RL-based control of legged robots.

Extractive reading comprehension systems are designed to locate the correct answer to a question within a given text. However, a persistent challenge lies in ensuring these models maintain high accuracy in answering questions while reliably recognizing unanswerable queries. Despite significant advances in large language models (LLMs) for reading comprehension, this issue remains critical, particularly as the length of supported contexts continues to expand. To address this challenge, we propose an innovative data augmentation methodology grounded in a multi-agent collaborative framework. Unlike traditional methods, such as the costly human annotation process required for datasets like SQuAD 2.0, our method autonomously generates evidence-based question-answer pairs and systematically constructs unanswerable questions. Using this methodology, we developed the FactGuard-Bench dataset, which comprises 25,220 examples of both answerable and unanswerable question scenarios, with context lengths ranging from 8K to 128K. Experimental evaluations conducted on seven popular LLMs reveal that even the most advanced models achieve only 61.79% overall accuracy. Furthermore, we emphasize the importance of a model's ability to reason about unanswerable questions to avoid generating plausible but incorrect answers. By implementing efficient data selection and generation within the multi-agent collaborative framework, our method significantly reduces the traditionally high costs associated with manual annotation and provides valuable insights for the training and optimization of LLMs.

Large Language Models (LLMs) hold promise as dynamic instructional aids. Yet, it remains unclear whether LLMs can replicate the adaptivity of intelligent tutoring systems (ITS)--where student knowledge and pedagogical strategies are explicitly modeled. We propose a prompt variation framework to assess LLM-generated instructional moves' adaptivity and pedagogical soundness across 75 real-world tutoring scenarios from an ITS. We systematically remove key context components (e.g., student errors and knowledge components) from prompts to create variations of each scenario. Three representative LLMs (Llama3-8B, Llama3-70B, and GPT-4o) generate 1,350 instructional moves. We use text embeddings and randomization tests to measure how the omission of each context feature impacts the LLMs' outputs (adaptivity) and a validated tutor-training classifier to evaluate response quality (pedagogical soundness). Surprisingly, even the best-performing model only marginally mimics the adaptivity of ITS. Specifically, Llama3-70B demonstrates statistically significant adaptivity to student errors. Although Llama3-8B's recommendations receive higher pedagogical soundness scores than the other models, it struggles with instruction-following behaviors, including output formatting. By contrast, GPT-4o reliably adheres to instructions but tends to provide overly direct feedback that diverges from effective tutoring, prompting learners with open-ended questions to gauge knowledge. Given these results, we discuss how current LLM-based tutoring is unlikely to produce learning benefits rivaling known-to-be-effective ITS tutoring. Through our open-source benchmarking code, we contribute a reproducible method for evaluating LLMs' instructional adaptivity and fidelity.

As reinforcement learning methods increasingly amass accomplishments, the need for comprehending their solutions becomes more crucial. Most explainable reinforcement learning (XRL) methods generate a static explanation depicting their developers' intuition of what should be explained and how. In contrast, literature from the social sciences proposes that meaningful explanations are structured as a dialog between the explainer and the explainee, suggesting a more active role for the user and her communication with the agent. In this paper, we present ASQ-IT -- an interactive explanation system that presents video clips of the agent acting in its environment based on queries given by the user that describe temporal properties of behaviors of interest. Our approach is based on formal methods: queries in ASQ-IT's user interface map to a fragment of Linear Temporal Logic over finite traces (LTLf), which we developed, and our algorithm for query processing is based on automata theory. User studies show that end-users can understand and formulate queries in ASQ-IT and that using ASQ-IT assists users in identifying faulty agent behaviors.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

--Composed Image Retrieval (CIR) aims to search an image of interest using a combination of a reference image and modification text as the query. Despite recent advancements, this task remains challenging due to limited training data and laborious triplet annotation processes. T o address this issue, this paper proposes to synthesize the training triplets to augment the training resource for the CIR problem. During pretraining, we leverage the trained generator to directly create Modification Text-oriented Synthetic Triplets (MTST) conditioned on pairs of images. For fine-tuning, we first synthesize reverse modification text to connect the target image back to the reference image. Subsequently, we devise a two-hop alignment strategy to incre-mentally close the semantic gap between the multimodal pair and the target image. We initially learn an implicit prototype utilizing both the original triplet and its reversed version in a cycle manner, followed by combining the implicit prototype feature with the modification text to facilitate accurate alignment with the target image. Extensive experiments validate the efficacy of the generated triplets and confirm that our proposed methodology attains competitive recall on both the CIRR and FashionIQ benchmarks. Wang is with the School of Electronics and Information Engineering, Hefei University of Technology, Hefei 230009, China (e-mail: wangyx15@stu.xjtu.edu.cn). H. Lin is with the School of Artificial Intelligence, University of the Chinese Academy of Sciences, Beijing 101408, China (e-mail: haokun.lin@cripac.ia.ac.cn). Zhou are with the Department of Computer Science, City University of Hong Kong, Hong Kong 999077, China (e-mail: chenma@cityu.edu.hk). Z. Zheng is with Faculty of Science and Technology, and Institute of Collaborative Innovation, University of Macau, Macau 999078, China (e-mail: zhedongzheng@um.edu.mo).

The release of top-performing open-weight LLMs has cemented China's role as a leading force in AI development. Do these models support languages spoken in China? Or do they speak the same languages as Western models? Comparing multilingual capabilities is important for two reasons. First, language ability provides insights into pre-training data curation, and thus into resource allocation and development priorities. Second, China has a long history of explicit language policy, varying between inclusivity of minority languages and a Mandarin-first policy. To test whether Chinese LLMs today reflect an agenda about China's languages, we test performance of Chinese and Western open-source LLMs on Asian regional and Chinese minority languages. Our experiments on Information Parity and reading comprehension show Chinese models' performance across these languages correlates strongly (r=0.93) with Western models', with the sole exception being better Mandarin. Sometimes, Chinese models cannot identify languages spoken by Chinese minorities such as Kazakh and Uyghur, even though they are good at French and German. These results provide a window into current development priorities, suggest options for future development, and indicate guidance for end users.