With the rapid development of large language models (LLMs), various LLM-based works have been widely applied in educational fields. However, most existing LLMs and their benchmarks focus primarily on the knowledge dimension, largely neglecting the evaluation of cultivation capabilities that are essential for real-world educational scenarios. Additionally, current benchmarks are often limited to a single subject or question type, lacking sufficient diversity. This issue is particularly prominent within the Chinese context. To address this gap, we introduce OmniEduBench, a comprehensive Chinese educational benchmark. OmniEduBench consists of 24.602K high-quality question-answer pairs. The data is meticulously divided into two core dimensions: the knowledge dimension and the cultivation dimension, which contain 18.121K and 6.481K entries, respectively. Each dimension is further subdivided into 6 fine-grained categories, covering a total of 61 different subjects (41 in the knowledge and 20 in the cultivation). Furthermore, the dataset features a rich variety of question formats, including 11 common exam question types, providing a solid foundation for comprehensively evaluating LLMs' capabilities in education. Extensive experiments on 11 mainstream open-source and closed-source LLMs reveal a clear performance gap. In the knowledge dimension, only Gemini-2.5 Pro surpassed 60\% accuracy, while in the cultivation dimension, the best-performing model, QWQ, still trailed human intelligence by nearly 30\%. These results highlight the substantial room for improvement and underscore the challenges of applying LLMs in education.

Large Language Models (LLMs) have demonstrated remarkable capabilities across various tasks due to large training datasets and powerful transformer architecture. However, the reliability of responses from LLMs remains a question. Uncertainty quantification (UQ) of LLMs is crucial for ensuring their reliability, especially in areas such as healthcare, finance, and decision-making. Existing UQ methods primarily focus on semantic similarity, overlooking the deeper knowledge dimensions embedded in responses. We introduce a multi-dimensional UQ framework that integrates semantic and knowledge-aware similarity analysis. By generating multiple responses and leveraging auxiliary LLMs to extract implicit knowledge, we construct separate similarity matrices and apply tensor decomposition to derive a comprehensive uncertainty representation. This approach disentangles overlapping information from both semantic and knowledge dimensions, capturing both semantic variations and factual consistency, leading to more accurate UQ. Our empirical evaluations demonstrate that our method outperforms existing techniques in identifying uncertain responses, offering a more robust framework for enhancing LLM reliability in high-stakes applications.

Education is the basic step of understanding the truth and the preparation of the intelligence to reflect. Focused on the rational capacity of the human being the Cognitive process and knowledge dimensions of Revised Blooms Taxonomy helps to differentiate the procedure of studying into six types of various cognitive processes and four types of knowledge dimensions. These types are synchronized in the increasing level of difficulty. In this paper Software Engineering courses of B.Tech Computer Engineering and Information Technology offered by various Universities and Educational Institutes have been investigated for Revised Blooms Taxonomy RBT. Questions are a very useful constituent. Knowledge intelligence and strength of the learners can be tested by applying questions.The fundamental goal of this paper is to create a relative study of the classification of the summative assessment based on Revised Blooms Taxonomy using the Convolutional Neural Networks CNN Long Short-Term Memory LSTM of Deep Learning techniques in an endeavor to attain significant accomplishment and elevated precision levels.

Commonsense knowledge is essential for many AI applications, including those in natural language processing, visual processing, and planning. Consequently, many sources that include commonsense knowledge have been designed and constructed over the past decades. Recently, the focus has been on large text-based sources, which facilitate easier integration with neural (language) models and application on textual tasks, typically at the expense of the semantics of the sources. Such practice prevents the harmonization of these sources, understanding their coverage and gaps, and may hinder the semantic alignment of their knowledge with downstream tasks. Efforts to consolidate commonsense knowledge have yielded partial success, but provide no clear path towards a comprehensive consolidation of existing commonsense knowledge. The ambition of this paper is to organize these sources around a common set of dimensions of commonsense knowledge. For this purpose, we survey a wide range of popular commonsense sources with a special focus on their relations. We consolidate these relations into 13 knowledge dimensions, each abstracting over more specific relations found in sources. This consolidation allows us to unify the separate sources and to compute indications of their coverage, overlap, and gaps with respect to the knowledge dimensions. Moreover, we analyze the impact of each dimension on downstream reasoning tasks that require commonsense knowledge, observing that the temporal and desire/goal dimensions are very beneficial for reasoning on current downstream tasks, while distinctness and lexical knowledge have little impact. These results reveal focus towards some dimensions in current evaluation, and potential neglect of others.