Efficient Multi-Task Inferencing: Model Merging with Gromov-Wasserstein Feature Alignment

Automatic scoring of student responses enhances efficiency in education, but deploying a separate neural network for each task increases storage demands, maintenance efforts, and redundant computations. To address these challenges, this paper introduces the Gromov-Wasserstein Scoring Model Merging (GW-SMM) method, which merges models based on feature distribution similarities measured via the Gromov-Wasserstein distance. Our approach begins by extracting features from student responses using individual models, capturing both item-specific context and unique learned representations. The Gromov-Wasserstein distance then quantifies the similarity between these feature distributions, identifying the most compatible models for merging. Models exhibiting the smallest pairwise distances, typically in pairs or trios, are merged by combining only the shared layers preceding the classification head. This strategy results in a unified feature extractor while preserving separate classification heads for item-specific scoring. We validated our approach against human expert knowledge and a GPT-o1-based merging method. GW-SMM consistently outperformed both, achieving a higher micro F1 score, macro F1 score, exact match accuracy, and per-label accuracy. The improvements in micro F1 and per-label accuracy were statistically significant compared to GPT-o1-based merging (p=0.04, p=0.01). Additionally, GW-SMM reduced storage requirements by half without compromising much accuracy, demonstrating its computational efficiency alongside reliable scoring performance.

Interpreting and Steering LLMs with Mutual Information-based Explanations on Sparse Autoencoders

Large language models (LLMs) excel at handling human queries, but they can occasionally generate flawed or unexpected responses. Understanding their internal states is crucial for understanding their successes, diagnosing their failures, and refining their capabilities. Although sparse autoencoders (SAEs) have shown promise for interpreting LLM internal representations, limited research has explored how to better explain SAE features, i.e., understanding the semantic meaning of features learned by SAE. Our theoretical analysis reveals that existing explanation methods suffer from the frequency bias issue, where they emphasize linguistic patterns over semantic concepts, while the latter is more critical to steer LLM behaviors. To address this, we propose using a fixed vocabulary set for feature interpretations and designing a mutual information-based objective, aiming to better capture the semantic meaning behind these features. We further propose two runtime steering strategies that adjust the learned feature activations based on their corresponding explanations. Empirical results show that, compared to baselines, our method provides more discourse-level explanations and effectively steers LLM behaviors to defend against jailbreak attacks. These findings highlight the value of explanations for steering LLM behaviors in downstream applications. We will release our code and data once accepted.

Self-Regularization with Latent Space Explanations for Controllable LLM-based Classification

Modern text classification methods heavily rely on contextual embeddings from large language models (LLMs). Compared to human-engineered features, these embeddings provide automatic and effective representations for classification model training. However, they also introduce a challenge: we lose the ability to manually remove unintended features, such as sensitive or task-irrelevant features, to guarantee regulatory compliance or improve the generalizability of classification models. This limitation arises because LLM embeddings are opaque and difficult to interpret. In this paper, we propose a novel framework to identify and regularize unintended features in the LLM latent space. Specifically, we first pre-train a sparse autoencoder (SAE) to extract interpretable features from LLM latent spaces. To ensure the SAE can capture task-specific features, we further fine-tune it on task-specific datasets. In training the classification model, we propose a simple and effective regularizer, by minimizing the similarity between the classifier weights and the identified unintended feature, to remove the impacts of these unintended features toward classification. We evaluate the proposed framework on three real-world tasks, including toxic chat detection, reward modeling, and disease diagnosis. Results show that the proposed framework can significantly improve the classifier's generalizability by regularizing those features that are not semantically correlated to each task. This work pioneers controllable text classification on LLM latent spaces by leveraging interpreted features to address generalizability, fairness, and privacy challenges. We will release our code and data once accepted.

Fine-tuning ChatGPT for Automatic Scoring of Written Scientific Explanations in Chinese

The development of explanations for scientific phenomena is essential in science assessment, but scoring student-written explanations remains challenging and resource-intensive. Large language models (LLMs) have shown promise in addressing this issue, particularly in alphabetic languages like English. However, their applicability to logographic languages is less explored. This study investigates the potential of fine-tuning ChatGPT, a leading LLM, to automatically score scientific explanations written in Chinese. Student responses to seven scientific explanation tasks were collected and automatically scored, with scoring accuracy examined in relation to reasoning complexity using the Kendall correlation. A qualitative analysis explored how linguistic features influenced scoring accuracy. The results show that domain-specific adaptation enables ChatGPT to score Chinese scientific explanations with accuracy. However, scoring accuracy correlates with reasoning complexity: a negative correlation for lower-level responses and a positive one for higher-level responses. The model overrates complex reasoning in low-level responses with intricate sentence structures and underrates high-level responses using concise causal reasoning. These correlations stem from linguistic features--simplicity and clarity enhance accuracy for lower-level responses, while comprehensiveness improves accuracy for higher-level ones. Simpler, shorter responses tend to score more accurately at lower levels, whereas longer, information-rich responses yield better accuracy at higher levels. These findings demonstrate the effectiveness of LLMs in automatic scoring within a Chinese context and emphasize the importance of linguistic features and reasoning complexity in fine-tuning scoring models for educational assessments.

Efficient Multi-Task Inferencing with a Shared Backbone and Lightweight Task-Specific Adapters for Automatic Scoring

The integration of Artificial Intelligence (AI) in education requires scalable and efficient frameworks that balance performance, adaptability, and cost. This paper addresses these needs by proposing a shared backbone model architecture enhanced with lightweight LoRA adapters for task-specific fine-tuning, targeting the automated scoring of student responses across 27 mutually exclusive tasks. By achieving competitive performance (average QWK of 0.848 compared to 0.888 for fully fine-tuned models) while reducing GPU memory consumption by 60% and inference latency by 40%, the framework demonstrates significant efficiency gains. This approach aligns with the workshops' focus on improving language models for educational tasks, creating responsible innovations for cost-sensitive deployment, and supporting educators by streamlining assessment workflows. The findings underscore the potential of scalable AI to enhance learning outcomes while maintaining fairness and transparency in automated scoring systems.

Can OpenAI o1 outperform humans in higher-order cognitive thinking?

This study evaluates the performance of OpenAI's o1-preview model in higher-order cognitive domains, including critical thinking, systematic thinking, computational thinking, data literacy, creative thinking, logical reasoning, and scientific reasoning. Using established benchmarks, we compared the o1-preview models's performance to human participants from diverse educational levels. o1-preview achieved a mean score of 24.33 on the Ennis-Weir Critical Thinking Essay Test (EWCTET), surpassing undergraduate (13.8) and postgraduate (18.39) participants (z = 1.60 and 0.90, respectively). In systematic thinking, it scored 46.1, SD = 4.12 on the Lake Urmia Vignette, significantly outperforming the human mean (20.08, SD = 8.13, z = 3.20). For data literacy, o1-preview scored 8.60, SD = 0.70 on Merk et al.'s "Use Data" dimension, compared to the human post-test mean of 4.17, SD = 2.02 (z = 2.19). On creative thinking tasks, the model achieved originality scores of 2.98, SD = 0.73, higher than the human mean of 1.74 (z = 0.71). In logical reasoning (LogiQA), it outperformed humans with average 90%, SD = 10% accuracy versus 86%, SD = 6.5% (z = 0.62). For scientific reasoning, it achieved near-perfect performance (mean = 0.99, SD = 0.12) on the TOSLS,, exceeding the highest human scores of 0.85, SD = 0.13 (z = 1.78). While o1-preview excelled in structured tasks, it showed limitations in problem-solving and adaptive reasoning. These results demonstrate the potential of AI to complement education in structured assessments but highlight the need for ethical oversight and refinement for broader applications.

Foundation Models for Low-Resource Language Education (Vision Paper)

Recent studies show that large language models (LLMs) are powerful tools for working with natural language, bringing advances in many areas of computational linguistics. However, these models face challenges when applied to low-resource languages due to limited training data and difficulty in understanding cultural nuances. Research is now focusing on multilingual models to improve LLM performance for these languages. Education in these languages also struggles with a lack of resources and qualified teachers, particularly in underdeveloped regions. Here, LLMs can be transformative, supporting innovative methods like community-driven learning and digital platforms. This paper discusses how LLMs could enhance education for low-resource languages, emphasizing practical applications and benefits.

Transcending Language Boundaries: Harnessing LLMs for Low-Resource Language Translation

Large Language Models (LLMs) have demonstrated remarkable success across a wide range of tasks and domains. However, their performance in low-resource language translation, particularly when translating into these languages, remains underexplored. This gap poses significant challenges, as linguistic barriers hinder the cultural preservation and development of minority communities. To address this issue, this paper introduces a novel retrieval-based method that enhances translation quality for low-resource languages by focusing on key terms, which involves translating keywords and retrieving corresponding examples from existing data. To evaluate the effectiveness of this method, we conducted experiments translating from English into three low-resource languages: Cherokee, a critically endangered indigenous language of North America; Tibetan, a historically and culturally significant language in Asia; and Manchu, a language with few remaining speakers. Our comparison with the zero-shot performance of GPT-4o and LLaMA 3.1 405B, highlights the significant challenges these models face when translating into low-resource languages. In contrast, our retrieval-based method shows promise in improving both word-level accuracy and overall semantic understanding by leveraging existing resources more effectively.

Towards Next-Generation Medical Agent: How o1 is Reshaping Decision-Making in Medical Scenarios

Artificial Intelligence (AI) has become essential in modern healthcare, with large language models (LLMs) offering promising advances in clinical decision-making. Traditional model-based approaches, including those leveraging in-context demonstrations and those with specialized medical fine-tuning, have demonstrated strong performance in medical language processing but struggle with real-time adaptability, multi-step reasoning, and handling complex medical tasks. Agent-based AI systems address these limitations by incorporating reasoning traces, tool selection based on context, knowledge retrieval, and both short- and long-term memory. These additional features enable the medical AI agent to handle complex medical scenarios where decision-making should be built on real-time interaction with the environment. Therefore, unlike conventional model-based approaches that treat medical queries as isolated questions, medical AI agents approach them as complex tasks and behave more like human doctors. In this paper, we study the choice of the backbone LLM for medical AI agents, which is the foundation for the agent's overall reasoning and action generation. In particular, we consider the emergent o1 model and examine its impact on agents' reasoning, tool-use adaptability, and real-time information retrieval across diverse clinical scenarios, including high-stakes settings such as intensive care units (ICUs). Our findings demonstrate o1's ability to enhance diagnostic accuracy and consistency, paving the way for smarter, more responsive AI tools that support better patient outcomes and decision-making efficacy in clinical practice.

Using Generative AI and Multi-Agents to Provide Automatic Feedback

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.