Abstract:This paper examines the zero-shot ability of Large Language Models (LLMs) to detect multiple-choice questions with no correct answer, a crucial aspect of educational assessment quality. We explore this ability not only as a measure of subject matter knowledge but also as an indicator of critical thinking within LLMs. Our experiments, utilizing a range of LLMs on diverse questions, highlight the significant performance gap between questions with a single correct answer and those without. Llama-3.1-405B stands out by successfully identifying the lack of a valid answer in many instances. These findings suggest that LLMs should prioritize critical thinking over blind instruction following and caution against their use in educational settings where questions with incorrect answers might lead to inaccurate evaluations. This research sets a benchmark for assessing critical thinking in LLMs and emphasizes the need for ongoing model alignment to ensure genuine user comprehension and assistance.
Abstract:Efficiently tackling combinatorial reasoning problems, particularly the notorious NP-hard tasks, remains a significant challenge for AI research. Recent efforts have sought to enhance planning by incorporating hierarchical high-level search strategies, known as subgoal methods. While promising, their performance against traditional low-level planners is inconsistent, raising questions about their application contexts. In this study, we conduct an in-depth exploration of subgoal-planning methods for combinatorial reasoning. We identify the attributes pivotal for leveraging the advantages of high-level search: hard-to-learn value functions, complex action spaces, presence of dead ends in the environment, or using data collected from diverse experts. We propose a consistent evaluation methodology to achieve meaningful comparisons between methods and reevaluate the state-of-the-art algorithms.