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Moritz Boos

Publications and source records attributed to Moritz Boos.

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Edu-QuRating: Multi-Dimensional Educational Data Curation with Distilled Pairwise Judgements

Educational data filters have become a practical way to improve language-model pre-training, but most filters treat educational value as a single scalar property. This may be too broad for some applications, especially if the data set already features a high density of educational material. Useful learning material needs to be accurate, engaging, well structured, and appropriate for the intended audience and application (e.g. learner- vs teacher-facing). Following QuRating (Wettig et al. 2024), we introduce Edu-QuRating: a pipeline for multi-dimensional educational data scoring and curation. Edu-QuRating defines education-specific rubrics, uses an LLM judge to label sampled document pairs and distills those pairwise preferences into reusable Edu-QuRaters, which can score individual text chunks on a set of educational criteria. Across two sequence-classification base models and six educational criteria, the best Edu-QuRater recovers held-out GPT-4.1-mini pairwise judgements with mean accuracy 0.917. We then apply the resulting scorers in two applications. First, we investigate the potential of Edu-QuRaters for corpus filtering to improve pretraining of small language models. We scored 322.25M FineWeb-Edu-Fortified documents to obtain a filtered pre-training mixture. In matched single-run pre-training comparisons, models trained with Edu-QuRating-based mixtures reached higher observed aggregate accuracy across nine benchmarks than the FineWeb-Edu baseline, with gains concentrated in particular tasks. Second, we used Edu-QuRater scores as reward terms for GRPO post-training. In held-out pairwise judge evaluations, combining Edu-QuRater and answer-structure rewards produced responses preferred to the Qwen3-4B base model on both pedagogical quality and instruction following.

cs.CL

Visual Reasoning Benchmark: Evaluating Multimodal LLMs on Classroom-Authentic Visual Problems from Primary Education

AI models have achieved state-of-the-art results in textual reasoning; however, their ability to reason over spatial and relational structures remains a critical bottleneck -- particularly in early-grade maths, which relies heavily on visuals. This paper introduces the visual reasoning benchmark (VRB), a novel dataset designed to evaluate Multimodal Large Language Models (MLLMs) on their ability to solve authentic visual problems from classrooms. This benchmark is built on a set of 701 questions sourced from primary school examinations in Zambia and India, which cover a range of tasks such as reasoning by analogy, pattern completion, and spatial matching. We outline the methodology and development of the benchmark which intentionally uses unedited, minimal-text images to test if models can meet realistic needs of primary education. Our findings reveal a ``jagged frontier'' of capability where models demonstrate better proficiency in static skills such as counting and scaling, but reach a distinct ``spatial ceiling'' when faced with dynamic operations like folding, reflection, and rotation. These weaknesses pose a risk for classroom use on visual reasoning problems, with the potential for incorrect marking, false scaffolding, and reinforcing student misconceptions. Consequently, education-focused benchmarks like the VRB are essential for determining the functional boundaries of multimodal tools used in classrooms.

cs.CL