Daily Papers

Tool-integrated reasoning (TIR) has become a key approach for improving large reasoning models (LRMs) on complex problems. Prior work has mainly studied when to invoke tools, while overlooking how tools are applied. We identify two common patterns: a calculator pattern that uses code for direct computation, and an algorithmic pattern that encodes problems as programs. Misaligned choices often cause failures even when reasoning is sound. We propose a two-stage framework that first builds code competence from both patterns and then aligns pattern selection with teacher preferences. Across challenging math datasets, our pattern-aware method substantially improves both code usage and accuracy, for instance raising Code@1 on MATH500 from 64.0% to 70.5% and on AIME24 from 26.7% to 50.0%. These gains highlight the effectiveness of a pattern-aware approach for tool-integrated reasoning.

On-policy distillation (OPD) trains a student on its own trajectories with dense per-token supervision from a stronger teacher, and often outperforms off-policy distillation and standard reinforcement learning. However, we find that its effectiveness implicitly relies on two assumptions that frequently break in practice: trajectory-level alignment between the student and the teacher, and uniform token-level reliability of the teacher's preferences. We therefore propose Sign-Gated On-Policy Distillation (SG-OPD), which uses a binary verifier as a trust signal for the teacher at two complementary granularities: phased teacher sampling mixes in verifier-endorsed teacher rollouts at cold-start, and a sign-consistency gate extrapolates the distillation update on tokens where the teacher agrees with the verifier-correct direction and interpolates it where it disagrees. Experiments on competition-level mathematical reasoning benchmarks show that SG-OPD consistently outperforms standard OPD, with average gains of 1.98 and 7.50 at the per-sample and per-question levels, respectively.

While knowledge distillation has seen widespread use in pre-training and instruction tuning, its application to aligning language models with human preferences remains underexplored, particularly in the more realistic cross-tokenizer setting. The incompatibility of tokenization schemes between teacher and student models has largely prevented fine-grained, white-box distillation of preference information. To address this gap, we propose Cross-Tokenizer Preference Distillation (CTPD), the first unified framework for transferring human-aligned behavior between models with heterogeneous tokenizers. CTPD introduces three key innovations: (1) Aligned Span Projection, which maps teacher and student tokens to shared character-level spans for precise supervision transfer; (2) a cross-tokenizer adaptation of Token-level Importance Sampling (TIS-DPO) for improved credit assignment; and (3) a Teacher-Anchored Reference, allowing the student to directly leverage the teacher's preferences in a DPO-style objective. Our theoretical analysis grounds CTPD in importance sampling, and experiments across multiple benchmarks confirm its effectiveness, with significant performance gains over existing methods. These results establish CTPD as a practical and general solution for preference distillation across diverse tokenization schemes, opening the door to more accessible and efficient alignment of language models.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Aligning small language models (SLMs) with human values typically involves distilling preference knowledge from large language models (LLMs). However, existing distillation methods model preference knowledge in teacher LLMs by comparing pairwise responses, overlooking the extent of difference between responses. This limitation hinders student SLMs from capturing the nuanced preferences for multiple responses. In this paper, we propose a Preference-Aligned Distillation (PAD) framework, which models teacher's preference knowledge as a probability distribution over all potential preferences, thereby providing more nuanced supervisory signals. Our insight in developing PAD is rooted in the demonstration that language models can serve as reward functions, reflecting their intrinsic preferences. Based on this, PAD comprises three key steps: (1) sampling diverse responses using high-temperature; (2) computing rewards for both teacher and student to construct their intrinsic preference; and (3) training the student's intrinsic preference distribution to align with the teacher's. Experiments on four mainstream alignment benchmarks demonstrate that PAD consistently and significantly outperforms existing approaches, achieving over 20\% improvement on AlpacaEval 2 and Arena-Hard, indicating superior alignment with human preferences. Notably, on MT-Bench, using the Gemma model family, the student trained by PAD surpasses its teacher, further validating the effectiveness of our PAD.

On-Policy Distillation (OPD) trains a student model on its own generative trajectories under dense token-level feedback from a stronger teacher, mitigating both the off-policy distribution shift of Supervised Fine-Tuning (SFT) and the sparse credit assignment of Reinforcement Learning (RL). However, standard OPD faces two coupled limitations. First, it requires direct access to the teacher's token-level logits, excluding a broad class of capable proprietary models from serving as teachers. Second, the token-level logit signal itself is brittle, depending on a narrow overlap of plausible next tokens between teacher and student, and prone to amplifying degenerate patterns such as repetition loops. In this paper, we introduce OmniOPD, a novel framework that addresses both limitations through a logit-free, chunk-level supervision signal. OmniOPD replaces deterministic logit matching with Monte Carlo rollouts that approximate the teacher's local preferences through a continuous semantic similarity metric over multi-token chunks, and concentrates this supervision via a peak-entropy scheduler that audits the student only at its high-uncertainty reasoning forks. A Dirichlet-Multinomial Bayesian prior and a base-model KL anchor further bound the variance of discrete sampling and prevent policy collapse across unaudited tokens. Across competitive benchmarks, OmniOPD surpasses the standard OPD approach by up to +28.64% on math, confirming that chunk-level semantic verification extracts a more reliable learning signal than token-level logit matching, whose high information density is offset by significant noise and brittleness. Furthermore, when paired with stronger black-box teachers such as Claude-4.5-Haiku and Gemini-2.5-Flash, OmniOPD achieves an additional +9.54% relative on math over its open-weight teacher counterpart, advancing the student past the performance of self-exploratory RL.

This paper studies post-training large language models (LLMs) using preference feedback from a powerful oracle to help a model iteratively improve over itself. The typical approach for post-training LLMs involves Reinforcement Learning from Human Feedback (RLHF), which traditionally separates reward learning and subsequent policy optimization. However, such a reward maximization approach is limited by the nature of "point-wise" rewards (such as Bradley-Terry model), which fails to express complex intransitive or cyclic preference relations. While advances on RLHF show reward learning and policy optimization can be merged into a single contrastive objective for stability, they yet still remain tethered to the reward maximization framework. Recently, a new wave of research sidesteps the reward maximization presumptions in favor of directly optimizing over "pair-wise" or general preferences. In this paper, we introduce Direct Nash Optimization (DNO), a provable and scalable algorithm that marries the simplicity and stability of contrastive learning with theoretical generality from optimizing general preferences. Because DNO is a batched on-policy algorithm using a regression-based objective, its implementation is straightforward and efficient. Moreover, DNO enjoys monotonic improvement across iterations that help it improve even over a strong teacher (such as GPT-4). In our experiments, a resulting 7B parameter Orca-2.5 model aligned by DNO achieves the state-of-the-art win-rate against GPT-4-Turbo of 33% on AlpacaEval 2.0 (even after controlling for response length), an absolute gain of 26% (7% to 33%) over the initializing model. It outperforms models with far more parameters, including Mistral Large, Self-Rewarding LM (70B parameters), and older versions of GPT-4.

Diffusion models have demonstrated significant potential in speech synthesis tasks, including text-to-speech (TTS) and voice cloning. However, their iterative denoising processes are inefficient and hinder the application of end-to-end optimization with perceptual metrics. In this paper, we propose a novel method of distilling TTS diffusion models with direct end-to-end evaluation metric optimization, achieving state-of-the-art performance. By incorporating Connectionist Temporal Classification (CTC) loss and Speaker Verification (SV) loss, our approach optimizes perceptual evaluation metrics, leading to notable improvements in word error rate and speaker similarity. Our experiments show that DMDSpeech consistently surpasses prior state-of-the-art models in both naturalness and speaker similarity while being significantly faster. Moreover, our synthetic speech has a higher level of voice similarity to the prompt than the ground truth in both human evaluation and objective speaker similarity metric. This work highlights the potential of direct metric optimization in speech synthesis, allowing models to better align with human auditory preferences. The audio samples are available at https://dmdspeech.github.io/.

Due to constraints on privacy, cost, and latency, on-premise deployment of small models is increasingly common. However, most practical pipelines stop at supervised fine-tuning (SFT) and fail to reach the reinforcement learning (RL) alignment stage. The main reason is that RL alignment typically requires either expensive human preference annotation or heavy reliance on high-quality reward models with large-scale API usage and ongoing engineering maintenance, both of which are ill-suited to on-premise settings. To bridge this gap, we propose a positive-unlabeled (PU) RL distillation method for on-premise small-model deployment. Without human-labeled preferences or a reward model, our method distills the teacher's preference-optimization capability from black-box generations into a locally trainable student. For each prompt, we query the teacher once to obtain an anchor response, locally sample multiple student candidates, and perform anchor-conditioned self-ranking to induce pairwise or listwise preferences, enabling a fully local training loop via direct preference optimization or group relative policy optimization. Theoretical analysis justifies that the induced preference signal by our method is order-consistent and concentrates on near-optimal candidates, supporting its stability for preference optimization. Experiments demonstrate that our method achieves consistently strong performance under a low-cost setting.

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

While Large Language Models (LLMs) have emerged with remarkable capabilities in complex tasks through Chain-of-Thought reasoning, practical resource constraints have sparked interest in transferring these abilities to smaller models. However, achieving both domain performance and cross-domain generalization remains challenging. Existing approaches typically restrict students to following a single golden rationale and treat different reasoning paths independently. Due to distinct inductive biases and intrinsic preferences, alongside the student's evolving capacity and reasoning preferences during training, a teacher's "optimal" rationale could act as out-of-distribution noise. This misalignment leads to a degeneration of the student's latent reasoning distribution, causing suboptimal performance. To bridge this gap, we propose MIND, a capability-adaptive framework that transitions distillation from passive mimicry to active cognitive construction. We synthesize diverse teacher perspectives through a novel "Teaching Assistant" network. By employing a Feedback-Driven Inertia Calibration mechanism, this network utilizes inertia-filtered training loss to align supervision with the student's current adaptability, effectively enhancing performance while mitigating catastrophic forgetting. Extensive experiments demonstrate that MIND achieves state-of-the-art performance on both in-distribution and out-of-distribution benchmarks, and our sophisticated latent space analysis further confirms the mechanism of reasoning ability internalization.

Large Language Models (LLMs) excel in reasoning tasks through Chain-of-Thought (CoT) prompting. However, CoT prompting greatly increases computational demands, which has prompted growing interest in distilling CoT capabilities into Small Language Models (SLMs). This study systematically examines the factors influencing CoT distillation, including the choice of granularity, format and teacher model. Through experiments involving four teacher models and seven student models across seven mathematical and commonsense reasoning datasets, we uncover three key findings: (1) Unlike LLMs, SLMs exhibit a non-monotonic relationship with granularity, with stronger models benefiting from finer-grained reasoning and weaker models performing better with simpler CoT supervision; (2) CoT format significantly impacts LLMs but has minimal effect on SLMs, likely due to their reliance on supervised fine-tuning rather than pretraining preferences; (3) Stronger teacher models do NOT always produce better student models, as diversity and complexity in CoT supervision can outweigh accuracy alone. These findings emphasize the need to tailor CoT strategies to specific student model, offering actionable insights for optimizing CoT distillation in SLMs. The code and datasets are available at https://github.com/EIT-NLP/Distilling-CoT-Reasoning.

Large language models (LLMs) have emerged as powerful and general solutions to many natural language tasks. However, many of the most important applications of language generation are interactive, where an agent has to talk to a person to reach a desired outcome. For example, a teacher might try to understand their student's current comprehension level to tailor their instruction accordingly, and a travel agent might ask questions of their customer to understand their preferences in order to recommend activities they might enjoy. LLMs trained with supervised fine-tuning or "single-step" RL, as with standard RLHF, might struggle which tasks that require such goal-directed behavior, since they are not trained to optimize for overall conversational outcomes after multiple turns of interaction. In this work, we explore a new method for adapting LLMs with RL for such goal-directed dialogue. Our key insight is that, though LLMs might not effectively solve goal-directed dialogue tasks out of the box, they can provide useful data for solving such tasks by simulating suboptimal but human-like behaviors. Given a textual description of a goal-directed dialogue task, we leverage LLMs to sample diverse synthetic rollouts of hypothetical in-domain human-human interactions. Our algorithm then utilizes this dataset with offline reinforcement learning to train an interactive conversational agent that can optimize goal-directed objectives over multiple turns. In effect, the LLM produces examples of possible interactions, and RL then processes these examples to learn to perform more optimal interactions. Empirically, we show that our proposed approach achieves state-of-the-art performance in various goal-directed dialogue tasks that include teaching and preference elicitation.

Alignment techniques enable Large Language Models (LLMs) to generate outputs that align with human preferences and play a crucial role in their effectiveness. However, their impact often diminishes when applied to Small Language Models (SLMs), likely due to the limited capacity of these models. Instead of directly applying existing alignment techniques to SLMs, we propose to utilize a well-aligned teacher LLM to guide the alignment process for these models, thereby facilitating the transfer of the teacher's knowledge of human preferences to the student model. To achieve this, we first explore a straightforward approach, Dual-Constrained Knowledge Distillation (DCKD), that employs knowledge distillation with two KL-divergence constraints from the aligned teacher to the unaligned student. To further enhance the student's ability to distinguish between preferred and dispreferred responses, we then propose Advantage-Guided Distillation for Preference Alignment (ADPA), which leverages an advantage function from the aligned teacher to deliver more nuanced, distribution-level reward signals for the student's alignment. Our experimental results show that these two approaches appreciably improve the alignment of SLMs and narrow the performance gap with larger counterparts. Among them, ADPA demonstrates superior performance and achieves even greater effectiveness when integrated with DCKD. Our code is available at https://github.com/SLIT-AI/ADPA.

Multimodal large language models (MLLMs) have shown remarkable capabilities, yet their performance is often capped by the coarse nature of existing alignment techniques. A critical bottleneck remains the lack of effective reward models (RMs): existing RMs are predominantly vision-centric, return opaque scalar scores, and rely on costly human annotations. We introduce Omni-RRM, the first open-source rubric-grounded reward model that produces structured, multi-dimension preference judgments with dimension-wise justifications across text, image, video, and audio. At the core of our approach is Omni-Preference, a large-scale dataset built via a fully automated pipeline: we synthesize candidate response pairs by contrasting models of different capabilities, and use strong teacher models to reconcile and filter preferences while providing a modality-aware rubric-grounded rationale for each pair. This eliminates the need for human-labeled training preferences. Omni-RRM is trained in two stages: supervised fine-tuning to learn the rubric-grounded outputs, followed by reinforcement learning (GRPO) to sharpen discrimination on difficult, low-contrast pairs. Comprehensive evaluations show that Omni-RRM achieves state-of-the-art accuracy on video (80.2\% on ShareGPT-V) and audio (66.8\% on Audio-HH-RLHF) benchmarks, and substantially outperforms existing open-source RMs on image tasks, with a 17.7\% absolute gain over its base model on overall accuracy. Omni-RRM also improves downstream performance via Best-of-N selection and transfers to text-only preference benchmarks. Our data, code, and models are available at https://anonymous.4open.science/r/Omni-RRM-CC08.

While Large Language Models (LLMs) can generate fluent text, producing high-quality creative stories remains challenging. Reinforcement Learning (RL) offers a promising solution but faces two critical obstacles: designing reliable reward signals for subjective storytelling quality and mitigating training instability. This paper introduces the Reinforcement Learning for Creative Storytelling (RLCS) framework to systematically address both challenges. First, we develop a Generative Reward Model (GenRM) that provides multi-dimensional analysis and explicit reasoning about story preferences, trained through supervised fine-tuning on demonstrations with reasoning chains distilled from strong teacher models, followed by GRPO-based refinement on expanded preference data. Second, we introduce an entropy-based reward shaping strategy that dynamically prioritizes learning on confident errors and uncertain correct predictions, preventing overfitting on already-mastered patterns. Experiments demonstrate that GenRM achieves 68\% alignment with human creativity judgments, and RLCS significantly outperforms strong baselines including Gemini-2.5-Pro in overall story quality. This work provides a practical pipeline for applying RL to creative domains, effectively navigating the dual challenges of reward modeling and training stability.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

Learning from preference feedback has emerged as an essential step for improving the generation quality and performance of modern language models (LMs). Despite its widespread use, the way preference-based learning is applied varies wildly, with differing data, learning algorithms, and evaluations used, making disentangling the impact of each aspect difficult. In this work, we identify four core aspects of preference-based learning: preference data, learning algorithm, reward model, and policy training prompts, systematically investigate the impact of these components on downstream model performance, and suggest a recipe for strong learning for preference feedback. Our findings indicate that all aspects are important for performance, with better preference data leading to the largest improvements, followed by the choice of learning algorithm, the use of improved reward models, and finally the use of additional unlabeled prompts for policy training. Notably, PPO outperforms DPO by up to 2.5% in math and 1.2% in general domains. High-quality preference data leads to improvements of up to 8% in instruction following and truthfulness. Despite significant gains of up to 5% in mathematical evaluation when scaling up reward models, we surprisingly observe marginal improvements in other categories. We publicly release the code used for training (https://github.com/hamishivi/EasyLM) and evaluating (https://github.com/allenai/open-instruct) our models, along with the models and datasets themselves (https://huggingface.co/collections/allenai/tulu-v25-suite-66676520fd578080e126f618).

Existing information on AI-based facial emotion recognition (FER) is not easily comprehensible by those outside the field of computer science, requiring cross-disciplinary effort to determine a categorisation framework that promotes the understanding of this technology, and its impact on users. Most proponents classify FER in terms of methodology, implementation and analysis; relatively few by its application in education; and none by its users. This paper is concerned primarily with (potential) teacher-users of FER tools for education. It proposes a three-part classification of these teachers, by orientation, condition and preference, based on a classical taxonomy of affective educational objectives, and related theories. It also compiles and organises the types of FER solutions found in or inferred from the literature into "technology" and "applications" categories, as a prerequisite for structuring the proposed "teacher-user" category. This work has implications for proponents', critics', and users' understanding of the relationship between teachers and FER.

Large language models (LLMs) can be said to have preferences: they reliably pick certain tasks and outputs over others, and preferences shaped by post-training and system prompts appear to shape much of their behaviour. But models can also adopt different personas which have radically different preferences. How is this implemented internally? Does each persona run on its own preference machinery, or is something shared underneath? We train linear probes on residual-stream activations of Gemma-3-27B and Qwen-3.5-122B to predict revealed pairwise task choices, and identify a genuine preference vector: it tracks the model's preferences as they shift across a range of prompts and situations, and on Gemma-3-27B steering along it causally controls pairwise choice. This preference representation is largely shared across personas: a probe trained on the helpful assistant predicts and steers the choices of qualitatively different personas, including an evil persona whose preferences anti-correlate with those of the Assistant.

Existing preference optimization methods are mainly designed for directly learning from human feedback with the assumption that paired examples (preferred vs. dis-preferred) are available. In contrast, we propose a method that can leverage unpaired preferred or dis-preferred examples, and works even when only one type of feedback (positive or negative) is available. This flexibility allows us to apply it in scenarios with varying forms of feedback and models, including training generative language models based on human feedback as well as training policies for sequential decision-making problems, where learned (value) functions are available. Our approach builds upon the probabilistic framework introduced in (Dayan and Hinton, 1997), which proposes to use expectation-maximization (EM) to directly optimize the probability of preferred outcomes (as opposed to classic expected reward maximization). To obtain a practical algorithm, we identify and address a key limitation in current EM-based methods: when applied to preference optimization, they solely maximize the likelihood of preferred examples, while neglecting dis-preferred samples. We show how one can extend EM algorithms to explicitly incorporate dis-preferred outcomes, leading to a novel, theoretically grounded, preference optimization algorithm that offers an intuitive and versatile way to learn from both positive and negative feedback.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Recent studies show that large language models (LLMs) exhibit self-preference bias when serving as judges, meaning they tend to favor their own responses over those generated by other models. Existing methods typically measure this bias by calculating the difference between the scores a judge model assigns to its own responses and those it assigns to responses from other models. However, this approach conflates self-preference bias with response quality, as higher-quality responses from the judge model may also lead to positive score differences, even in the absence of bias. To address this issue, we introduce gold judgments as proxies for the actual quality of responses and propose the DBG score, which measures self-preference bias as the difference between the scores assigned by the judge model to its own responses and the corresponding gold judgments. Since gold judgments reflect true response quality, the DBG score mitigates the confounding effect of response quality on bias measurement. Using the DBG score, we conduct comprehensive experiments to assess self-preference bias across LLMs of varying versions, sizes, and reasoning abilities. Additionally, we investigate two factors that influence and help alleviate self-preference bias: response text style and the post-training data of judge models. Finally, we explore potential underlying mechanisms of self-preference bias from an attention-based perspective. Our code and data are available at https://github.com/zhiyuanc2001/self-preference.

In this work, we research user preferences to see a chart, table, or text given a question asked by the user. This enables us to understand when it is best to show a chart, table, or text to the user for the specific question. For this, we conduct a user study where users are shown a question and asked what they would prefer to see and used the data to establish that a user's personal traits does influence the data outputs that they prefer. Understanding how user characteristics impact a user's preferences is critical to creating data tools with a better user experience. Additionally, we investigate to what degree an LLM can be used to replicate a user's preference with and without user preference data. Overall, these findings have significant implications pertaining to the development of data tools and the replication of human preferences using LLMs. Furthermore, this work demonstrates the potential use of LLMs to replicate user preference data which has major implications for future user modeling and personalization research.

User preferences are increasingly used to personalize Large Language Model (LLM) responses, yet how to reliably leverage preference signals for answer generation remains under-explored. In practice, preferences can be noisy, incomplete, or even misleading, which can degrade answer quality when applied naively. Motivated by the observation that stable personality traits shape everyday preferences, we study personality as a principled ''latent'' signal behind preference statements. Through extensive experiments, we find that conditioning on personality-aligned preferences substantially improves personalized question answering: selecting preferences consistent with a user's inferred personality increases answer-choice accuracy from 29.25% to 76%, compared to using randomly selected preferences. Based on these findings, we introduce PACIFIC (Preference Alignment Choices Inference for Five-factor Identity Characterization), a personality-labeled preference dataset containing 1200 preference statements spanning diverse domains (e.g., travel, movies, education), annotated with Big-Five (OCEAN) trait directions. Finally, we propose a framework that enables an LLM model to automatically retrieve personality-aligned preferences and incorporate them during answer generation.

Large language model training in open-ended domains lacks verifiable rewards, making task preferences difficult to formalize as effective supervision. Contexts can convey such preferences, yet provide little additional supervision once distilled into the student, motivating contexts that evolve with student performance. However, directly using evolving contexts as in-training supervision results in an unstable distillation target and conflicting distributions, requiring mechanisms to stabilize target and downweight conflicts. In this paper, we analyze the effect of contexts through a decomposition of the reverse KL objective, revealing two findings: the student is distilled toward the geometric mean of context-conditioned teachers, and the objective contains a conflict term that measures conflicts among these teachers. Based on this decomposition, we propose Flux-OPD, an OPD paradigm that uses evolving contexts as in-training supervision to capture task preferences in open-ended domains. Flux-OPD treats the differences between context-conditioned and context-free teachers as contextual difference signals, injects them as contextual corrections into the context-free teacher anchor, and weights their correction strength using the conflict term as an indicator. Experiments on open-ended tasks show that Flux-OPD outperforms existing OPD paradigms, highlighting the potential to combine teacher supervision with evolving contexts.

Before being deployed for user-facing applications, developers align Large Language Models (LLMs) to user preferences through a variety of procedures, such as Reinforcement Learning From Human Feedback (RLHF) and Direct Preference Optimization (DPO). Current evaluations of these procedures focus on benchmarks of instruction following, reasoning, and truthfulness. However, human preferences are not universal, and aligning to specific preference sets may have unintended effects. We explore how alignment impacts performance along three axes of global representation: English dialects, multilingualism, and opinions from and about countries worldwide. Our results show that current alignment procedures create disparities between English dialects and global opinions. We find alignment improves capabilities in several languages. We conclude by discussing design decisions that led to these unintended impacts and recommendations for more equitable preference tuning.

Simulating Professions (SP) enables Large Language Models (LLMs) to emulate professional roles. However, comprehensive psychological and ethical evaluation in these contexts remains lacking. This paper introduces EMNLP, an Educator-role Moral and Normative LLMs Profiling framework for personality profiling, moral development stage measurement, and ethical risk under soft prompt injection. EMNLP extends existing scales and constructs 88 teacher-specific moral dilemmas, enabling profession-oriented comparison with human teachers. A targeted soft prompt injection set evaluates compliance and vulnerability in teacher SP. Experiments on 12 LLMs show teacher-role LLMs exhibit more idealized and polarized personalities than human teachers, excel in abstract moral reasoning, but struggle with emotionally complex situations. Models with stronger reasoning are more vulnerable to harmful prompt injection, revealing a paradox between capability and safety. The model temperature and other hyperparameters have limited influence except in some risk behaviors. This paper presents the first benchmark to assess ethical and psychological alignment of teacher-role LLMs for educational AI. Resources are available at https://e-m-n-l-p.github.io/.

Learning of preference models from human feedback has been central to recent advances in artificial intelligence. Motivated by the cost of obtaining high-quality human annotations, we study efficient human preference elicitation for learning preference models. The key idea in our work is to generalize optimal designs, an approach to computing optimal information-gathering policies, to lists of items that represent potential questions with answers. The policy is a distribution over the lists and we elicit preferences from them proportionally to their probabilities. To show the generality of our ideas, we study both absolute and ranking feedback models on items in the list. We design efficient algorithms for both and analyze them. Finally, we demonstrate that our algorithms are practical by evaluating them on existing question-answering problems.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Reinforcement learning from human feedback plays a crucial role in aligning language models towards human preferences, traditionally represented through comparisons between pairs or sets of responses within a given context. While many studies have enhanced algorithmic techniques to optimize learning from such data, this work shifts focus to improving preference learning through a data-centric approach. Specifically, we propose enriching existing preference datasets with machine-generated rationales that explain the reasons behind choices. We develop a simple and principled framework to augment current preference learning methods with rationale information. Our comprehensive analysis highlights how rationales enhance learning efficiency. Extensive experiments reveal that rationale-enriched preference learning offers multiple advantages: it improves data efficiency, accelerates convergence to higher-performing models, and reduces verbosity bias and hallucination. Furthermore, this framework is versatile enough to integrate with various preference optimization algorithms. Overall, our findings highlight the potential of re-imagining data design for preference learning, demonstrating that even freely available machine-generated rationales can significantly boost performance across multiple dimensions. The code repository is available at https: //github.com/reds-lab/preference-learning-with-rationales

Simultaneous Machine Translation (SiMT) generates translations while receiving streaming source inputs. This requires the SiMT model to learn a read/write policy, deciding when to translate and when to wait for more source input. Numerous linguistic studies indicate that audiences in SiMT scenarios have distinct preferences, such as accurate translations, simpler syntax, and no unnecessary latency. Aligning SiMT models with these human preferences is crucial to improve their performances. However, this issue still remains unexplored. Additionally, preference optimization for SiMT task is also challenging. Existing methods focus solely on optimizing the generated responses, ignoring human preferences related to latency and the optimization of read/write policy during the preference optimization phase. To address these challenges, we propose Simultaneous Preference Learning (SimulPL), a preference learning framework tailored for the SiMT task. In the SimulPL framework, we categorize SiMT human preferences into five aspects: translation quality preference, monotonicity preference, key point preference, simplicity preference, and latency preference. By leveraging the first four preferences, we construct human preference prompts to efficiently guide GPT-4/4o in generating preference data for the SiMT task. In the preference optimization phase, SimulPL integrates latency preference into the optimization objective and enables SiMT models to improve the read/write policy, thereby aligning with human preferences more effectively. Experimental results indicate that SimulPL exhibits better alignment with human preferences across all latency levels in ZhrightarrowEn, DerightarrowEn and EnrightarrowZh SiMT tasks. Our data and code will be available at https://github.com/EurekaForNLP/SimulPL.

Human preference judgments are pivotal in guiding large language models (LLMs) to produce outputs that align with human values. Human evaluations are also used in summarization tasks to compare outputs from various systems, complementing existing automatic metrics. Despite their significance, however, there has been limited research probing these pairwise or k-wise comparisons. The collective impact and relative importance of factors such as output length, informativeness, fluency, and factual consistency are still not well understood. It is also unclear if there are other hidden factors influencing human judgments. In this paper, we conduct an in-depth examination of a collection of pairwise human judgments released by OpenAI. Utilizing the Bradley-Terry-Luce (BTL) model, we reveal the inherent preferences embedded in these human judgments. We find that the most favored factors vary across tasks and genres, whereas the least favored factors tend to be consistent, e.g., outputs are too brief, contain excessive off-focus content or hallucinated facts. Our findings have implications on the construction of balanced datasets in human preference evaluations, which is a crucial step in shaping the behaviors of future LLMs.

Direct Preference Optimization (DPO) is an effective technique that leverages pairwise preference data (usually one chosen and rejected response pair per user prompt) to align LLMs to human preferences. In practice, multiple responses can exist for a given prompt with varying quality relative to each other. With availability of such quality ratings for multiple responses, we propose utilizing these responses to create multiple preference pairs for a given prompt. Our work focuses on systematically using the constructed multiple preference pair in DPO training via curriculum learning methodology. In particular, we order these multiple pairs of preference data from easy to hard (emulating curriculum training) according to various criteria. We show detailed comparisons of our proposed approach to the standard single-pair DPO setting. Our method, which we call Curry-DPO consistently shows increased performance gains on MTbench, Vicuna, WizardLM, and the UltraFeedback test set, highlighting its effectiveness. More specifically, Curry-DPO achieves a score of 7.43 on MT-bench with Zephy-7B model outperforming majority of existing LLMs with similar parameter size. Curry-DPO also achieves the highest adjusted win rates on Vicuna, WizardLM, and UltraFeedback test datasets (90.7%, 87.1%, and 87.9% respectively) in our experiments, with notable gains of upto 7.5% when compared to standard DPO technique.

RLHF has emerged as a predominant approach for aligning artificial intelligence systems with human preferences, demonstrating exceptional and measurable efficacy in instruction following tasks; however, it exhibits insufficient compliance capabilities when confronted with complex multi-instruction tasks. Conventional approaches rely heavily on human annotation or more sophisticated large language models, thereby introducing substantial resource expenditure or potential bias concerns. Meanwhile, alternative synthetic methods that augment standard preference datasets often compromise the model's semantic quality. Our research identifies a critical oversight in existing techniques, which predominantly focus on comparing responses while neglecting valuable latent signals embedded within prompt inputs, and which only focus on preference disparities at the intra-sample level, while neglecting to account for the inter-sample level preference differentials that exist among preference data. To leverage these previously neglected indicators, we propose a novel Multi-level Aware Preference Learning (MAPL) framework, capable of enhancing multi-instruction capabilities. Specifically, for any given response in original preference data pairs, we construct varied prompts with a preference relation under different conditions, in order to learn intra-sample level preference disparities. Furthermore, for any given original preference pair, we synthesize multi-instruction preference pairs to capture preference discrepancies at the inter-sample level. Building on the two datasets constructed above, we consequently devise two sophisticated training objective functions. Subsequently, our framework integrates seamlessly into both Reward Modeling and Direct Preference Optimization paradigms. Through rigorous evaluation across multiple benchmarks, we empirically validate the efficacy of our framework.

Reward models are central to text-to-image post-training, but visual preference is subjective and better represented as a distribution over rubric scores than as a deterministic scalar. Existing scalar, score-token, and pairwise reward models over-compress uncertainty and fine-grained score differences, while reasoning-based generative rewards provide stronger judgments but are costly to deploy and difficult to use as direct optimization signals. We propose Z-Reward, a teacher-student reward modeling framework that decouples reasoning-heavy judgment from efficient reward deployment. The teacher is a large VLM that uses reasoning to infer rubric-aligned score distributions, and is trained with Group-wise Direct Score Optimization (GDSO), which combines policy-gradient rewards from distribution expectations with direct pointwise and pairwise supervision on score distributions and score gaps. The student is trained with Reasoning-Internalized Score Distillation (RISD), which transfers the teacher's reasoning-conditioned score distribution into a compact VLM without requiring explicit reasoning chains at inference time. On our internally annotated evaluation set, the 27B GDSO teacher reaches 89.6% human preference accuracy, outperforming SFT, RewardDance, and GRPO, while the 9B RISD student reaches 88.6%, outperforming the OPD baseline and closely matching the larger teacher. We further show that Z-Reward can serve as a differentiable reward signal for text-to-image optimization, yielding a 41.3% net human-preference improvement over the SFT baseline.

Preference alignment has become a standard pipeline in finetuning models to follow generic human preferences. Majority of work seeks to optimize model to produce responses that would be preferable on average, simplifying the diverse and often contradicting space of human preferences. While research has increasingly focused on personalized alignment: adapting models to individual user preferences, there is a lack of personalized preference dataset which focus on nuanced individual-level preferences. To address this, we introduce WikiPersona: the first fine-grained personalization using well-documented, famous individuals. Our dataset challenges models to align with these personas through an interpretable process: generating verifiable textual descriptions of a persona's background and preferences in addition to alignment. We systematically evaluate different personalization approaches and find that as few-shot prompting with preferences and fine-tuning fail to simultaneously ensure effectiveness and efficiency, using inferred personal preferences as prefixes enables effective personalization, especially in topics where preferences clash while leading to more equitable generalization across unseen personas.

Given the broad capabilities of large language models, it should be possible to work towards a general-purpose, text-based assistant that is aligned with human values, meaning that it is helpful, honest, and harmless. As an initial foray in this direction we study simple baseline techniques and evaluations, such as prompting. We find that the benefits from modest interventions increase with model size, generalize to a variety of alignment evaluations, and do not compromise the performance of large models. Next we investigate scaling trends for several training objectives relevant to alignment, comparing imitation learning, binary discrimination, and ranked preference modeling. We find that ranked preference modeling performs much better than imitation learning, and often scales more favorably with model size. In contrast, binary discrimination typically performs and scales very similarly to imitation learning. Finally we study a `preference model pre-training' stage of training, with the goal of improving sample efficiency when finetuning on human preferences.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

As a relative quality comparison of model responses, human and Large Language Model (LLM) preferences serve as common alignment goals in model fine-tuning and criteria in evaluation. Yet, these preferences merely reflect broad tendencies, resulting in less explainable and controllable models with potential safety risks. In this work, we dissect the preferences of human and 32 different LLMs to understand their quantitative composition, using annotations from real-world user-model conversations for a fine-grained, scenario-wise analysis. We find that humans are less sensitive to errors, favor responses that support their stances, and show clear dislike when models admit their limits. On the contrary, advanced LLMs like GPT-4-Turbo emphasize correctness, clarity, and harmlessness more. Additionally, LLMs of similar sizes tend to exhibit similar preferences, regardless of their training methods, and fine-tuning for alignment does not significantly alter the preferences of pretrained-only LLMs. Finally, we show that preference-based evaluation can be intentionally manipulated. In both training-free and training-based settings, aligning a model with the preferences of judges boosts scores, while injecting the least preferred properties lowers them. This results in notable score shifts: up to 0.59 on MT-Bench (1-10 scale) and 31.94 on AlpacaEval 2.0 (0-100 scale), highlighting the significant impact of this strategic adaptation. Interactive Demo: https://huggingface.co/spaces/GAIR/Preference-Dissection-Visualization Dataset: https://huggingface.co/datasets/GAIR/preference-dissection Code: https://github.com/GAIR-NLP/Preference-Dissection

The recent surge of versatile large language models (LLMs) largely depends on aligning increasingly capable foundation models with human intentions by preference learning, enhancing LLMs with excellent applicability and effectiveness in a wide range of contexts. Despite the numerous related studies conducted, a perspective on how human preferences are introduced into LLMs remains limited, which may prevent a deeper comprehension of the relationships between human preferences and LLMs as well as the realization of their limitations. In this survey, we review the progress in exploring human preference learning for LLMs from a preference-centered perspective, covering the sources and formats of preference feedback, the modeling and usage of preference signals, as well as the evaluation of the aligned LLMs. We first categorize the human feedback according to data sources and formats. We then summarize techniques for human preferences modeling and compare the advantages and disadvantages of different schools of models. Moreover, we present various preference usage methods sorted by the objectives to utilize human preference signals. Finally, we summarize some prevailing approaches to evaluate LLMs in terms of alignment with human intentions and discuss our outlooks on the human intention alignment for LLMs.

Recent work has highlighted the culturally-contingent nature of commonsense knowledge. We introduce AMAMMER{epsilon}, a test set of 525 multiple-choice questions designed to evaluate the commonsense knowledge of English LLMs, relative to the cultural contexts of Ghana and the United States. To create AMAMMER{epsilon}, we select a set of multiple-choice questions (MCQs) from existing commonsense datasets and rewrite them in a multi-stage process involving surveys of Ghanaian and U.S. participants. In three rounds of surveys, participants from both pools are solicited to (1) write correct and incorrect answer choices, (2) rate individual answer choices on a 5-point Likert scale, and (3) select the best answer choice from the newly-constructed MCQ items, in a final validation step. By engaging participants at multiple stages, our procedure ensures that participant perspectives are incorporated both in the creation and validation of test items, resulting in high levels of agreement within each pool. We evaluate several off-the-shelf English LLMs on AMAMMER{epsilon}. Uniformly, models prefer answers choices that align with the preferences of U.S. annotators over Ghanaian annotators. Additionally, when test items specify a cultural context (Ghana or the U.S.), models exhibit some ability to adapt, but performance is consistently better in U.S. contexts than Ghanaian. As large resources are devoted to the advancement of English LLMs, our findings underscore the need for culturally adaptable models and evaluations to meet the needs of diverse English-speaking populations around the world.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

Aligning the output of Large Language Models (LLMs) with human preferences (e.g., by means of reinforcement learning with human feedback, or RLHF) is essential for ensuring their effectiveness in real-world scenarios. Despite significant advancements in LLM alignment techniques, the impact of different type of preference data on model performance has yet to be systematically explored. In this study, we investigate the scalability, data efficiency, and effectiveness of Direct Preference Optimization (DPO) in fine-tuning pre-trained LLMs, aiming to reduce their dependency on extensive amounts of preference data, which is expensive to collect. We (1) systematically compare the performance of models fine-tuned with varying percentages of a combined preference judgement dataset to define the improvement curve of DPO and assess its effectiveness in data-constrained environments; and (2) provide insights for the development of an optimal approach for selective preference data usage. Our study reveals that increasing the amount of data used for training generally enhances and stabilizes model performance. Moreover, the use of a combination of diverse datasets significantly improves model effectiveness. Furthermore, when models are trained separately using different types of prompts, models trained with conversational prompts outperformed those trained with question answering prompts.

Current large language model (LLM) development treats task-solving and preference alignment as separate challenges, optimizing first for objective correctness, then for alignment to aggregated human preferences. This paradigm fails in human-facing applications where solving a problem correctly is insufficient if the response mismatches the user's needs. This challenge intensifies in just-in-time scenarios where no prior user interaction history exists due to cold-start conditions or privacy constraints. LLMs need to identify what they don't know about user preferences, strategically elicit preference values through questioning, then adapt their reasoning processes and responses accordingly -- a complicated chain of cognitive processes which we term personalized reasoning. We introduce PREFDISCO, an evaluation methodology that transforms static benchmarks into interactive personalization tasks using psychologically-grounded personas with sparse preferences. Our framework creates scenarios where identical questions require different reasoning chains depending on user context, as optimal explanation approaches vary by individual expertise and preferences while maintaining factual accuracy. Evaluation of 21 frontier models across 10 tasks reveals 29.0% of naive personalization attempts produce worse preference alignment than generic responses, yet generic responses also fail to serve individual user needs effectively. These findings suggest personalized reasoning requires dedicated development rather than emerging naturally. PREFDISCO establishes personalized reasoning as a measurable research frontier and reveals fundamental limitations in current LLMs' interactive capabilities, providing a foundation for developing systems that can adapt to individual users in education, healthcare, and technical domains where personalization is critical.

Current metrics for text-to-image models typically rely on statistical metrics which inadequately represent the real preference of humans. Although recent work attempts to learn these preferences via human annotated images, they reduce the rich tapestry of human preference to a single overall score. However, the preference results vary when humans evaluate images with different aspects. Therefore, to learn the multi-dimensional human preferences, we propose the Multi-dimensional Preference Score (MPS), the first multi-dimensional preference scoring model for the evaluation of text-to-image models. The MPS introduces the preference condition module upon CLIP model to learn these diverse preferences. It is trained based on our Multi-dimensional Human Preference (MHP) Dataset, which comprises 918,315 human preference choices across four dimensions (i.e., aesthetics, semantic alignment, detail quality and overall assessment) on 607,541 images. The images are generated by a wide range of latest text-to-image models. The MPS outperforms existing scoring methods across 3 datasets in 4 dimensions, enabling it a promising metric for evaluating and improving text-to-image generation.

Direct Preference Optimization (DPO) has emerged as a de-facto approach for aligning language models with human preferences. Recent work has shown DPO's effectiveness relies on training data quality. In particular, clear quality differences between preferred and rejected responses enhance learning performance. Current methods for identifying and obtaining such high-quality samples demand additional resources or external models. We discover that reference model probability space naturally detects high-quality training samples. Using this insight, we present a sampling strategy that achieves consistent improvements (+0.1 to +0.4) on MT-Bench while using less than half (30-50%) of the training data. We observe substantial improvements (+0.4 to +0.98) for technical tasks (coding, math, and reasoning) across multiple models and hyperparameter settings.

Despite advancements in Large Language Model (LLM) alignment, understanding the reasons behind LLM preferences remains crucial for bridging the gap between desired and actual behavior. LLMs often exhibit biases or tendencies that diverge from human preferences, such as favoring certain writing styles or producing overly verbose outputs. However, current methods for evaluating preference alignment often lack explainability, relying on coarse-grained comparisons. To address this, we introduce PROFILE (PRObing Factors of InfLuence for Explainability), a novel framework that uncovers and quantifies the influence of specific factors driving preferences. PROFILE's factor level analysis explains the 'why' behind human-model alignment and misalignment, offering insights into the direction of model improvement. We apply PROFILE to analyze human and LLM preferences across three tasks: summarization, helpful response generation, and document-based question-answering. Our factor level analysis reveals a substantial discrepancy between human and LLM preferences in generation tasks, whereas LLMs show strong alignment with human preferences in evaluation tasks. We demonstrate how leveraging factor level insights, including addressing misaligned factors or exploiting the generation-evaluation gap, can improve alignment with human preferences. This work underscores the importance of explainable preference analysis and highlights PROFILE's potential to provide valuable training signals, driving further improvements in human-model alignment.

Images tell stories, trigger emotions, and let us recall memories -- they make us think. Thus, they have the ability to attract and hold one's attention, which is the definition of being "interesting". Yet, the appeal of an image is highly subjective. Looking at the image of my son taking his first steps will always bring me back to this emotional moment, while it is just a blurry, quickly taken snapshot to most others. Preferences vary widely: some adore cats, others are dog enthusiasts, and a third group may not be fond of either. We argue that every image can be interesting to a particular observer under certain circumstances. This work particularly emphasizes subjective preferences. However, our analysis of 2.5k image collections from diverse users of the photo-sharing platform Flickr reveals that specific image characteristics make them commonly more interesting. For instance, images, including professionally taken landscapes, appeal broadly due to their aesthetic qualities. In contrast, subjectively interesting images, such as those depicting personal or niche community events, resonate on a more individual level, often evoking personal memories and emotions.

Automatic presentation slide generation can greatly streamline content creation. However, since preferences of each user may vary, existing under-specified formulations often lead to suboptimal results that fail to align with individual user needs. We introduce a novel task that conditions paper-to-slides generation on user-specified preferences. We propose a human behavior-inspired agentic framework, SlideTailor, that progressively generates editable slides in a user-aligned manner. Instead of requiring users to write their preferences in detailed textual form, our system only asks for a paper-slides example pair and a visual template - natural and easy-to-provide artifacts that implicitly encode rich user preferences across content and visual style. Despite the implicit and unlabeled nature of these inputs, our framework effectively distills and generalizes the preferences to guide customized slide generation. We also introduce a novel chain-of-speech mechanism to align slide content with planned oral narration. Such a design significantly enhances the quality of generated slides and enables downstream applications like video presentations. To support this new task, we construct a benchmark dataset that captures diverse user preferences, with carefully designed interpretable metrics for robust evaluation. Extensive experiments demonstrate the effectiveness of our framework.

Transferring knowledge from a cross-encoder teacher via Knowledge Distillation (KD) has become a standard paradigm for training retrieval models. While existing studies have largely focused on mining hard negatives to improve discrimination, the systematic composition of training data and the resulting teacher score distribution have received relatively less attention. In this work, we highlight that focusing solely on hard negatives prevents the student from learning the comprehensive preference structure of the teacher, potentially hampering generalization. To effectively emulate the teacher score distribution, we propose a Stratified Sampling strategy that uniformly covers the entire score spectrum. Experiments on in-domain and out-of-domain benchmarks confirm that Stratified Sampling, which preserves the variance and entropy of teacher scores, serves as a robust baseline, significantly outperforming top-K and random sampling in diverse settings. These findings suggest that the essence of distillation lies in preserving the diverse range of relative scores perceived by the teacher.

Aligning large language models with human preferences is critical for creating reliable and controllable AI systems. A human preference can be visualized as a high-dimensional vector where different directions represent trade-offs between desired attributes (e.g., helpfulness vs. verbosity). Yet, because the training data often reflects dominant, average preferences, LLMs tend to perform well on common requests but fall short in specific, individual needs. This mismatch creates a preference coverage gap. Existing methods often address this through costly retraining, which may not be generalized to the full spectrum of diverse preferences. This brittleness means that when a user's request reflects a nuanced preference deviating from the training data's central tendency, model performance can degrade unpredictably. To address this challenge, we introduce Robust Preference Selection (RPS), a post-hoc, training-free method by leveraging directional neighborhood consensus. Instead of forcing a model to generate a response from a single, highly specific preference, RPS samples multiple responses from a local neighborhood of related preferences to create a superior candidate pool. It then selects the response that best aligns with the user's original intent. We provide a theoretical framework showing our neighborhood generation strategy is provably superior to a strong baseline that also samples multiple candidates. Comprehensive experiments across three distinct alignment paradigms (DPA, DPO, and SFT) demonstrate that RPS consistently improves robustness against this baseline, achieving win rates of up to 69% on challenging preferences from under-represented regions of the space without any model retraining. Our work presents a practical, theoretically-grounded solution for enhancing the reliability of preference-aligned models.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

With the growing utilization of large language models (LLMs) across domains, alignment towards human preferences has become one of the most critical aspects of training models. At the forefront of state-of-the-art human alignment methods are preference optimization methods (*PO). However, prior research has often concentrated on identifying the best-performing method, typically involving a grid search over hyperparameters, which can be impractical for general practitioners. In this paper, we aim to identify the algorithm that, while being performant, is simultaneously more robust to varying hyperparameters, thereby increasing the likelihood of achieving better results. We focus on a realistic out-of-distribution (OOD) scenario that mirrors real-world applications of human alignment, offering practical insights into the strengths and weaknesses of these methods. Furthermore, to better understand the shortcomings of generations from the different methods, we analyze the model generations through the lens of KL divergence of the SFT model and the response length statistics. Our analysis reveals that the widely adopted DPO method consistently produces lengthy responses of inferior quality that are very close to the SFT responses. Motivated by these findings, we propose an embarrassingly simple extension to the DPO algorithm, LN-DPO, resulting in more concise responses without sacrificing quality compared to the policy obtained by vanilla DPO.

Great scientists have strong judgement and foresight, closely tied to what we call scientific taste. Here, we use the term to refer to the capacity to judge and propose research ideas with high potential impact. However, most relative research focuses on improving an AI scientist's executive capability, while enhancing an AI's scientific taste remains underexplored. In this work, we propose Reinforcement Learning from Community Feedback (RLCF), a training paradigm that uses large-scale community signals as supervision, and formulate scientific taste learning as a preference modeling and alignment problem. For preference modeling, we train Scientific Judge on 700K field- and time-matched pairs of high- vs. low-citation papers to judge ideas. For preference alignment, using Scientific Judge as a reward model, we train a policy model, Scientific Thinker, to propose research ideas with high potential impact. Experiments show Scientific Judge outperforms SOTA LLMs (e.g., GPT-5.2, Gemini 3 Pro) and generalizes to future-year test, unseen fields, and peer-review preference. Furthermore, Scientific Thinker proposes research ideas with higher potential impact than baselines. Our findings show that AI can learn scientific taste, marking a key step toward reaching human-level AI scientists.

Preference alignment has emerged as an effective strategy to enhance the performance of Multimodal Large Language Models (MLLMs) following supervised fine-tuning. While existing preference alignment methods predominantly target hallucination factors, they overlook the factors essential for multi-modal comprehension capabilities, often narrowing their improvements on hallucination mitigation. To bridge this gap, we propose Instruction-oriented Preference Alignment (IPA), a scalable framework designed to automatically construct alignment preferences grounded in instruction fulfillment efficacy. Our method involves an automated preference construction coupled with a dedicated verification process that identifies instruction-oriented factors, avoiding significant variability in response representations. Additionally, IPA incorporates a progressive preference collection pipeline, further recalling challenging samples through model self-evolution and reference-guided refinement. Experiments conducted on Qwen2VL-7B demonstrate IPA's effectiveness across multiple benchmarks, including hallucination evaluation, visual question answering, and text understanding tasks, highlighting its capability to enhance general comprehension.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Dialogue systems have been used as conversation partners in English learning, but few have studied whether these systems improve learning outcomes. Student passion and perseverance, or grit, has been associated with language learning success. Recent work establishes that as students perceive their English teachers to be more supportive, their grit improves. Hypothesizing that the same pattern applies to English-teaching chatbots, we create EDEN, a robust open-domain chatbot for spoken conversation practice that provides empathetic feedback. To construct EDEN, we first train a specialized spoken utterance grammar correction model and a high-quality social chit-chat conversation model. We then conduct a preliminary user study with a variety of strategies for empathetic feedback. Our experiment suggests that using adaptive empathetic feedback leads to higher perceived affective support. Furthermore, elements of perceived affective support positively correlate with student grit.

Despite recent advances in text-to-3D generative methods, there is a notable absence of reliable evaluation metrics. Existing metrics usually focus on a single criterion each, such as how well the asset aligned with the input text. These metrics lack the flexibility to generalize to different evaluation criteria and might not align well with human preferences. Conducting user preference studies is an alternative that offers both adaptability and human-aligned results. User studies, however, can be very expensive to scale. This paper presents an automatic, versatile, and human-aligned evaluation metric for text-to-3D generative models. To this end, we first develop a prompt generator using GPT-4V to generate evaluating prompts, which serve as input to compare text-to-3D models. We further design a method instructing GPT-4V to compare two 3D assets according to user-defined criteria. Finally, we use these pairwise comparison results to assign these models Elo ratings. Experimental results suggest our metric strongly align with human preference across different evaluation criteria.

Traditional recommender systems leverage users' item preference history to recommend novel content that users may like. However, modern dialog interfaces that allow users to express language-based preferences offer a fundamentally different modality for preference input. Inspired by recent successes of prompting paradigms for large language models (LLMs), we study their use for making recommendations from both item-based and language-based preferences in comparison to state-of-the-art item-based collaborative filtering (CF) methods. To support this investigation, we collect a new dataset consisting of both item-based and language-based preferences elicited from users along with their ratings on a variety of (biased) recommended items and (unbiased) random items. Among numerous experimental results, we find that LLMs provide competitive recommendation performance for pure language-based preferences (no item preferences) in the near cold-start case in comparison to item-based CF methods, despite having no supervised training for this specific task (zero-shot) or only a few labels (few-shot). This is particularly promising as language-based preference representations are more explainable and scrutable than item-based or vector-based representations.

To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the Physics Education Research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBA). First, many faculty are interested in using RBAs but have practical needs around how to do so: how to find them, which ones there are, and how to administer them. They want help addressing these needs. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to norm their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members role in their department and type of institution influence their perceived wants and needs around assessment.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Large language models (LLMs) are increasingly deployed via public-facing interfaces to interact with millions of users, each with diverse preferences. Despite this, preference tuning of LLMs predominantly relies on reward models trained using binary judgments where annotators select the preferred choice out of pairs of model outputs. In this work, we argue that this reliance on binary choices does not capture the broader, aggregate preferences of the target user in real-world tasks. We propose a taxonomy that identifies two dimensions of subjectivity where different users disagree on the preferred output-namely, the Plurality of Responses to Prompts, where prompts allow for multiple correct answers, and the Indistinguishability of Responses, where candidate outputs are paraphrases of each other. We show that reward models correlate weakly with user preferences in these cases. As a first step to address this issue, we introduce a simple yet effective method that augments existing binary preference datasets with synthetic preference judgments to estimate potential user disagreement. Incorporating these via a margin term as a form of regularization during model training yields predictions that better align with the aggregate user preferences.

Alignment of the language model with human preferences is a common approach to making a language model useful to end users. However, most alignment work is done in English, and human preference datasets are dominated by English, reflecting only the preferences of English-speaking annotators. Nevertheless, it is common practice to use the English preference data, either directly or by translating it into the target language, when aligning a multilingual language model. The question is whether such an alignment strategy marginalizes the preference of non-English speaking users. To this end, we investigate the effect of aligning Japanese language models with (mostly) English resources. In particular, we focus on evaluating whether the commonsense morality of the resulting fine-tuned models is aligned with Japanese culture using the JCommonsenseMorality (JCM) and ETHICS datasets. The experimental results show that the fine-tuned model outperforms the SFT model. However, it does not demonstrate the same level of improvement as a model fine-tuned using the JCM, suggesting that while some aspects of commonsense morality are transferable, others may not be.

While finetuning language models from pairwise preferences has proven remarkably effective, the underspecified nature of natural language presents critical challenges. Direct preference feedback is uninterpretable, difficult to provide where multidimensional criteria may apply, and often inconsistent, either because it is based on incomplete instructions or provided by diverse principals. To address these challenges, we consider the two-step preference modeling procedure that first resolves the under-specification by selecting a context, and then evaluates preference with respect to the chosen context. We decompose reward modeling error according to these two steps, which suggests that supervising context in addition to context-specific preference may be a viable approach to aligning models with diverse human preferences. For this to work, the ability of models to evaluate context-specific preference is critical. To this end, we contribute context-conditioned preference datasets and accompanying experiments that investigate the ability of language models to evaluate context-specific preference. We use our datasets to (1) show that existing preference models benefit from, but fail to fully consider, added context, (2) finetune a context-aware reward model with context-specific performance exceeding that of GPT-4 and Llama 3 70B on tested datasets, and (3) investigate the value of context-aware preference modeling.

A critical factor in the success of decision support systems is the accurate modeling of user preferences. Psychology research has demonstrated that users often develop their preferences during the elicitation process, highlighting the pivotal role of system-user interaction in developing personalized systems. This paper introduces a novel approach, combining Large Language Models (LLMs) with Constraint Programming to facilitate interactive decision support. We study this hybrid framework through the lens of meeting scheduling, a time-consuming daily activity faced by a multitude of information workers. We conduct three studies to evaluate the novel framework, including a diary study (n=64) to characterize contextual scheduling preferences, a quantitative evaluation of the system's performance, and a user study (n=10) with a prototype system. Our work highlights the potential for a hybrid LLM and optimization approach for iterative preference elicitation and design considerations for building systems that support human-system collaborative decision-making processes.

Omni-modal models can handle text, images, and audio in one system, but improving all of these abilities together remains difficult. Training a single model on pooled multimodal data often fails to match models specialized for individual modalities. On-policy distillation (OPD) offers a way to combine such specialists: the student generates a response, and a teacher evaluates that same response, so the student learns directly from behaviors it actually produces. Yet using several teachers can introduce competing guidance and improve one modality at the expense of another. We present On-Policy Omni Distillation (OPOD), which routes each student response to the matching text, image, or audio teacher. OPOD keeps teacher guidance only on tokens where the teacher assigns a higher probability than the student, adjusts the influence of each modality teacher independently during training, and asks the routed teacher to assess both the final answer and whether the reasoning supports the correct answer. Across twelve benchmarks and three backbone sizes, OPOD achieves the best average score at every scale, reaching 70.8, 51.7, and 46.2 and exceeding the strongest comparator by 2.1, 1.8, and 1.7 points. On the 30B model, it outperforms both the base model and a counterpart post-trained jointly on pooled multimodal data on all twelve benchmarks, and ranks first or second on eleven even when the individual specialists are included. The specialists are discarded after training, leaving one deployable omni-modal model. These results show that coordinating modality-specific teachers is an effective way to improve a shared model while maintaining cross-modal balance.

Large foundation models pretrained on raw web-scale data are not readily deployable without additional step of extensive alignment to human preferences. Such alignment is typically done by collecting large amounts of pairwise comparisons from humans ("Do you prefer output A or B?") and learning a reward model or a policy with the Bradley-Terry-Luce (BTL) model as a proxy for a human's underlying implicit preferences. These methods generally suffer from assuming a universal preference shared by all humans, which lacks the flexibility of adapting to plurality of opinions and preferences. In this work, we propose PAL, a framework to model human preference complementary to existing pretraining strategies, which incorporates plurality from the ground up. We propose using the ideal point model as a lens to view alignment using preference comparisons. Together with our novel reformulation and using mixture modeling, our framework captures the plurality of population preferences while simultaneously learning a common preference latent space across different preferences, which can few-shot generalize to new, unseen users. Our approach enables us to use the penultimate-layer representation of large foundation models and simple MLP layers to learn reward functions that are on-par with the existing large state-of-the-art reward models, thereby enhancing efficiency of reward modeling significantly. We show that PAL achieves competitive reward model accuracy compared to strong baselines on 1) Language models with Summary dataset ; 2) Image Generative models with Pick-a-Pic dataset ; 3) A new semisynthetic heterogeneous dataset generated using Anthropic Personas. Finally, our experiments also highlight the shortcoming of current preference datasets that are created using rigid rubrics which wash away heterogeneity, and call for more nuanced data collection approaches.

User preference prediction requires a comprehensive and accurate understanding of individual tastes. This includes both surface-level attributes, such as color and style, and deeper content-related aspects, such as themes and composition. However, existing methods typically rely on general human preferences or assume static user profiles, often neglecting individual variability and the dynamic, multifaceted nature of personal taste. To address these limitations, we propose an approach built upon Multimodal Large Language Models, introducing contrastive preference loss and preference tokens to learn personalized user preferences from historical interactions. The contrastive preference loss is designed to effectively distinguish between user ''likes'' and ''dislikes'', while the learnable preference tokens capture shared interest representations among existing users, enabling the model to activate group-specific preferences and enhance consistency across similar users. Extensive experiments demonstrate our model outperforms other methods in preference prediction accuracy, effectively identifying users with similar aesthetic inclinations and providing more precise guidance for generating images that align with individual tastes. The project page is https://learn-user-pref.github.io/.

When trying to solve a computational problem, we are often faced with a choice between algorithms that are guaranteed to return the right answer but differ in their runtime distributions (e.g., SAT solvers, sorting algorithms). This paper aims to lay theoretical foundations for such choices by formalizing preferences over runtime distributions. It might seem that we should simply prefer the algorithm that minimizes expected runtime. However, such preferences would be driven by exactly how slow our algorithm is on bad inputs, whereas in practice we are typically willing to cut off occasional, sufficiently long runs before they finish. We propose a principled alternative, taking a utility-theoretic approach to characterize the scoring functions that describe preferences over algorithms. These functions depend on the way our value for solving our problem decreases with time and on the distribution from which captimes are drawn. We describe examples of realistic utility functions and show how to leverage a maximum-entropy approach for modeling underspecified captime distributions. Finally, we show how to efficiently estimate an algorithm's expected utility from runtime samples.

Large language models have recently enabled a generative paradigm for query expansion, but their high inference cost makes direct deployment difficult in practical retrieval systems. To address this issue, a retrieval-feedback-driven distillation and preference-alignment framework is proposed to transfer retrieval-friendly expansion behavior from a strong teacher model to a compact student model. Rather than relying on few-shot exemplars at inference time, the framework first leverages two complementary types of teacher-generated expansions, produced under zero-shot and few-shot prompting conditions, as supervision signals for distillation and as candidate pools for preference construction. A retrieval-metric-driven strategy is then introduced to automatically form chosen/rejected expansion pairs according to nDCG@10 differences, and Direct Preference Optimization is applied to explicitly align generation preferences with retrieval objectives. Experiments on TREC DL19/20/21 and MIRACL-zh show that the proposed approach preserves strong retrieval effectiveness while substantially reducing inference cost. In particular, the distilled Qwen3-4B model reaches about 97% of the teacher (DeepSeek-685B) model's nDCG@10 performance on DL19, and remains effective on the Chinese MIRACL-zh benchmark, demonstrating strong practicality across both English and Chinese retrieval settings.

This paper provides a detailed analysis of the NeuroPiano dataset, which comprise 104 audio recordings of student piano performances accompanied with 2255 textual feedback and ratings given by professional pianists. We offer a statistical overview of the dataset, focusing on the standardization of annotations and inter-annotator agreement across 12 evaluative questions concerning performance quality. We also explore the predictive relationship between audio features and teacher ratings via machine learning, as well as annotations provided for text analysis of the responses.

Recent work has explored the use of large language models (LLMs) to generate tutoring responses in mathematics, yet it remains unclear how closely their instructional behavior aligns with expert human practice. We analyze a dataset of math remediation dialogues in which expert tutors, novice tutors, and seven LLMs of varying sizes, comprising both open-weight and commercial models, respond to the same student errors. We examine instructional strategies and linguistic characteristics of tutoring responses, including uptake (restating and revoicing), pressing for accuracy and reasoning, lexical diversity, readability, politeness, and agency. We find that expert tutors produce higher-quality responses than novices, and that larger LLMs generally receive higher pedagogical quality ratings than smaller models, approaching expert performance on average. However, LLMs exhibit systematic differences in their instructional profiles: they underuse discursive strategies characteristic of expert tutors while generating longer, more lexically diverse, and more polite responses. Regression analyses show that pressing for accuracy and reasoning, restating and revoicing, and lexical diversity, are positively associated with perceived pedagogical quality, whereas higher levels of agentic and polite language are negatively associated. These findings highlight the importance of analyzing instructional strategies and linguistic characteristics when evaluating tutoring responses across human tutors and intelligent tutoring systems.