arXiv subjects

Xuansheng Wu

Publications and source records attributed to Xuansheng Wu.

33 records · Page 2Linked to original sources

arXiv2025

Artificial Intelligence Bias on English Language Learners in Automatic Scoring

This study investigated potential scoring biases and disparities toward English Language Learners (ELLs) when using automatic scoring systems for middle school students' written responses to science assessments. We specifically focus on examining how unbalanced training data with ELLs contributes to scoring bias and disparities. We fine-tuned BERT with four datasets: responses from (1) ELLs, (2) non-ELLs, (3) a mixed dataset reflecting the real-world proportion of ELLs and non-ELLs (unbalanced), and (4) a balanced mixed dataset with equal representation of both groups. The study analyzed 21 assessment items: 10 items with about 30,000 ELL responses, five items with about 1,000 ELL responses, and six items with about 200 ELL responses. Scoring accuracy (Acc) was calculated and compared to identify bias using Friedman tests. We measured the Mean Score Gaps (MSGs) between ELLs and non-ELLs and then calculated the differences in MSGs generated through both the human and AI models to identify the scoring disparities. We found that no AI bias and distorted disparities between ELLs and non-ELLs were found when the training dataset was large enough (ELL = 30,000 and ELL = 1,000), but concerns could exist if the sample size is limited (ELL = 200).

cs.CL↗

arXiv2025

Usable XAI: 10 Strategies Towards Exploiting Explainability in the LLM Era

Explainable AI (XAI) refers to techniques that provide human-understandable insights into the workings of AI models. Recently, the focus of XAI is being extended toward explaining Large Language Models (LLMs). This extension calls for a significant transformation in the XAI methodologies for two reasons. First, many existing XAI methods cannot be directly applied to LLMs due to their complexity and advanced capabilities. Second, as LLMs are increasingly deployed in diverse applications, the role of XAI shifts from merely opening the ``black box'' to actively enhancing the productivity and applicability of LLMs in real-world settings. Meanwhile, the conversation and generation abilities of LLMs can reciprocally enhance XAI. Therefore, in this paper, we introduce Usable XAI in the context of LLMs by analyzing (1) how XAI can explain and improve LLM-based AI systems and (2) how XAI techniques can be improved by using LLMs. We introduce 10 strategies, introducing the key techniques for each and discussing their associated challenges. We also provide case studies to demonstrate how to obtain and leverage explanations. The code used in this paper can be found at: https://github.com/JacksonWuxs/UsableXAI_LLM.

cs.LG↗

arXiv2025

Unveiling Scoring Processes: Dissecting the Differences between LLMs and Human Graders in Automatic Scoring

Large language models (LLMs) have demonstrated strong potential in performing automatic scoring for constructed response assessments. While constructed responses graded by humans are usually based on given grading rubrics, the methods by which LLMs assign scores remain largely unclear. It is also uncertain how closely AI's scoring process mirrors that of humans or if it adheres to the same grading criteria. To address this gap, this paper uncovers the grading rubrics that LLMs used to score students' written responses to science tasks and their alignment with human scores. We also examine whether enhancing the alignments can improve scoring accuracy. Specifically, we prompt LLMs to generate analytic rubrics that they use to assign scores and study the alignment gap with human grading rubrics. Based on a series of experiments with various configurations of LLM settings, we reveal a notable alignment gap between human and LLM graders. While LLMs can adapt quickly to scoring tasks, they often resort to shortcuts, bypassing deeper logical reasoning expected in human grading. We found that incorporating high-quality analytical rubrics designed to reflect human grading logic can mitigate this gap and enhance LLMs' scoring accuracy. These results underscore the need for a nuanced approach when applying LLMs in science education and highlight the importance of aligning LLM outputs with human expectations to ensure efficient and accurate automatic scoring.

cs.CL↗

arXiv2025

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

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

cs.CL↗

arXiv2025

LMOD: A Large Multimodal Ophthalmology Dataset and Benchmark for Large Vision-Language Models

The prevalence of vision-threatening eye diseases is a significant global burden, with many cases remaining undiagnosed or diagnosed too late for effective treatment. Large vision-language models (LVLMs) have the potential to assist in understanding anatomical information, diagnosing eye diseases, and drafting interpretations and follow-up plans, thereby reducing the burden on clinicians and improving access to eye care. However, limited benchmarks are available to assess LVLMs' performance in ophthalmology-specific applications. In this study, we introduce LMOD, a large-scale multimodal ophthalmology benchmark consisting of 21,993 instances across (1) five ophthalmic imaging modalities: optical coherence tomography, color fundus photographs, scanning laser ophthalmoscopy, lens photographs, and surgical scenes; (2) free-text, demographic, and disease biomarker information; and (3) primary ophthalmology-specific applications such as anatomical information understanding, disease diagnosis, and subgroup analysis. In addition, we benchmarked 13 state-of-the-art LVLM representatives from closed-source, open-source, and medical domains. The results demonstrate a significant performance drop for LVLMs in ophthalmology compared to other domains. Systematic error analysis further identified six major failure modes: misclassification, failure to abstain, inconsistent reasoning, hallucination, assertions without justification, and lack of domain-specific knowledge. In contrast, supervised neural networks specifically trained on these tasks as baselines demonstrated high accuracy. These findings underscore the pressing need for benchmarks in the development and validation of ophthalmology-specific LVLMs.

cs.CV↗

arXiv2024

Retrieval-enhanced Knowledge Editing in Language Models for Multi-Hop Question Answering

Large Language Models (LLMs) have shown proficiency in question-answering tasks but often struggle to integrate real-time knowledge, leading to potentially outdated or inaccurate responses. This problem becomes even more challenging when dealing with multi-hop questions, since they require LLMs to update and integrate multiple knowledge pieces relevant to the questions. To tackle the problem, we propose the Retrieval-Augmented model Editing (RAE) framework for multi-hop question answering. RAE first retrieves edited facts and then refines the language model through in-context learning. Specifically, our retrieval approach, based on mutual information maximization, leverages the reasoning abilities of LLMs to identify chain facts that traditional similarity-based searches might miss. In addition, our framework includes a pruning strategy to eliminate redundant information from the retrieved facts, which enhances the editing accuracy and mitigates the hallucination problem. Our framework is supported by theoretical justification for its fact retrieval efficacy. Finally, comprehensive evaluation across various LLMs validates RAE's ability in providing accurate answers with updated knowledge. Our code is available at: https://github.com/sycny/RAE.

cs.CL↗

arXiv2024

From Language Modeling to Instruction Following: Understanding the Behavior Shift in LLMs after Instruction Tuning

Large Language Models (LLMs) have achieved remarkable success, where instruction tuning is the critical step in aligning LLMs with user intentions. In this work, we investigate how the instruction tuning adjusts pre-trained models with a focus on intrinsic changes. Specifically, we first develop several local and global explanation methods, including a gradient-based method for input-output attribution, and techniques for interpreting patterns and concepts in self-attention and feed-forward layers. The impact of instruction tuning is then studied by comparing the explanations derived from the pre-trained and instruction-tuned models. This approach provides an internal perspective of the model shifts on a human-comprehensible level. Our findings reveal three significant impacts of instruction tuning: 1) It empowers LLMs to recognize the instruction parts of user prompts, and promotes the response generation constantly conditioned on the instructions. 2) It encourages the self-attention heads to capture more word-word relationships about instruction verbs. 3) It encourages the feed-forward networks to rotate their pre-trained knowledge toward user-oriented tasks. These insights contribute to a more comprehensive understanding of instruction tuning and lay the groundwork for future work that aims at explaining and optimizing LLMs for various applications. Our code and data are publicly available at https://github.com/JacksonWuxs/Interpret_Instruction_Tuning_LLMs.

cs.CL↗

arXiv2024

AGI: Artificial General Intelligence for Education

Artificial general intelligence (AGI) has gained global recognition as a future technology due to the emergence of breakthrough large language models and chatbots such as GPT-4 and ChatGPT, respectively. Compared to conventional AI models, typically designed for a limited range of tasks, demand significant amounts of domain-specific data for training and may not always consider intricate interpersonal dynamics in education. AGI, driven by the recent large pre-trained models, represents a significant leap in the capability of machines to perform tasks that require human-level intelligence, such as reasoning, problem-solving, decision-making, and even understanding human emotions and social interactions. This position paper reviews AGI's key concepts, capabilities, scope, and potential within future education, including achieving future educational goals, designing pedagogy and curriculum, and performing assessments. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. AGI systems can adapt to individual student needs, offering tailored learning experiences. They can also provide comprehensive feedback on student performance and dynamically adjust teaching methods based on student progress. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions, which are critical in educational settings. The paper discusses that ethical issues in education with AGI include data bias, fairness, and privacy and emphasizes the need for codes of conduct to ensure responsible AGI use in academic settings like homework, teaching, and recruitment. We also conclude that the development of AGI necessitates interdisciplinary collaborations between educators and AI engineers to advance research and application efforts.

cs.AI↗

arXiv2024

Could Small Language Models Serve as Recommenders? Towards Data-centric Cold-start Recommendations

Recommendation systems help users find matched items based on their previous behaviors. Personalized recommendation becomes challenging in the absence of historical user-item interactions, a practical problem for startups known as the system cold-start recommendation. While existing research addresses cold-start issues for either users or items, we still lack solutions for system cold-start scenarios. To tackle the problem, we propose PromptRec, a simple but effective approach based on in-context learning of language models, where we transform the recommendation task into the sentiment analysis task on natural language containing user and item profiles. However, this naive approach heavily relies on the strong in-context learning ability emerged from large language models, which could suffer from significant latency for online recommendations. To solve the challenge, we propose to enhance small language models for recommender systems with a data-centric pipeline, which consists of: (1) constructing a refined corpus for model pre-training; (2) constructing a decomposed prompt template via prompt pre-training. They correspond to the development of training data and inference data, respectively. The pipeline is supported by a theoretical framework that formalizes the connection between in-context recommendation and language modeling. To evaluate our approach, we introduce a cold-start recommendation benchmark, and the results demonstrate that the enhanced small language models can achieve comparable cold-start recommendation performance to that of large models with only $17\%$ of the inference time. To the best of our knowledge, this is the first study to tackle the system cold-start recommendation problem. We believe our findings will provide valuable insights for future works. The benchmark and implementations are available at https://github.com/JacksonWuxs/PromptRec.

cs.IR↗

arXiv2024

Applying Large Language Models and Chain-of-Thought for Automatic Scoring

This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT) in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of artificial intelligence-based automatic scoring tools among researchers and educators. With a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses, we employed six prompt engineering strategies to automatically score student responses. The six strategies combined zero-shot or few-shot learning with CoT, either alone or alongside item stem and scoring rubrics. Results indicated that few-shot (acc = .67) outperformed zero-shot learning (acc = .60), with 12.6% increase. CoT, when used without item stem and scoring rubrics, did not significantly affect scoring accuracy (acc = .60). However, CoT prompting paired with contextual item stems and rubrics proved to be a significant contributor to scoring accuracy (13.44% increase for zero-shot; 3.7% increase for few-shot). We found a more balanced accuracy across different proficiency categories when CoT was used with a scoring rubric, highlighting the importance of domain-specific reasoning in enhancing the effectiveness of LLMs in scoring tasks. We also found that GPT-4 demonstrated superior performance over GPT -3.5 in various scoring tasks when combined with the single-call greedy sampling or ensemble voting nucleus sampling strategy, showing 8.64% difference. Particularly, the single-call greedy sampling strategy with GPT-4 outperformed other approaches.

cs.CL↗

arXiv2024

InFoBench: Evaluating Instruction Following Ability in Large Language Models

This paper introduces the Decomposed Requirements Following Ratio (DRFR), a new metric for evaluating Large Language Models' (LLMs) ability to follow instructions. Addressing a gap in current methodologies, DRFR breaks down complex instructions into simpler criteria, facilitating a detailed analysis of LLMs' compliance with various aspects of tasks. Alongside this metric, we present InFoBench, a benchmark comprising 500 diverse instructions and 2,250 decomposed questions across multiple constraint categories. Our experiments compare DRFR with traditional scoring methods and explore annotation sources, including human experts, crowd-sourced workers, and GPT-4. The findings demonstrate DRFR's higher reliability and the effectiveness of using GPT-4 as a cost-efficient annotator. The evaluation of several advanced LLMs using this framework reveals their strengths and areas needing improvement, particularly in complex instruction-following. This study contributes a novel metric and benchmark, offering insights for future LLM development and evaluation.

cs.CL↗

arXiv2023

Black-box Backdoor Defense via Zero-shot Image Purification

Backdoor attacks inject poisoned samples into the training data, resulting in the misclassification of the poisoned input during a model's deployment. Defending against such attacks is challenging, especially for real-world black-box models where only query access is permitted. In this paper, we propose a novel defense framework against backdoor attacks through Zero-shot Image Purification (ZIP). Our framework can be applied to poisoned models without requiring internal information about the model or any prior knowledge of the clean/poisoned samples. Our defense framework involves two steps. First, we apply a linear transformation (e.g., blurring) on the poisoned image to destroy the backdoor pattern. Then, we use a pre-trained diffusion model to recover the missing semantic information removed by the transformation. In particular, we design a new reverse process by using the transformed image to guide the generation of high-fidelity purified images, which works in zero-shot settings. We evaluate our ZIP framework on multiple datasets with different types of attacks. Experimental results demonstrate the superiority of our ZIP framework compared to state-of-the-art backdoor defense baselines. We believe that our results will provide valuable insights for future defense methods for black-box models. Our code is available at https://github.com/sycny/ZIP.

cs.CV↗

arXiv2023

A Survey of Graph Prompting Methods: Techniques, Applications, and Challenges

The recent "pre-train, prompt, predict training" paradigm has gained popularity as a way to learn generalizable models with limited labeled data. The approach involves using a pre-trained model and a prompting function that applies a template to input samples, adding indicative context and reformulating target tasks as the pre-training task. However, the design of prompts could be a challenging and time-consuming process in complex tasks. The limitation can be addressed by using graph data, as graphs serve as structured knowledge repositories by explicitly modeling the interaction between entities. In this survey, we review prompting methods from the graph perspective, where prompting functions are augmented with graph knowledge. In particular, we introduce the basic concepts of graph prompt learning, organize the existing work of designing graph prompting functions, and describe their applications and future challenges. This survey will bridge the gap between graphs and prompt design to facilitate future methodology development.

cs.LG↗

arXiv2023

Matching Exemplar as Next Sentence Prediction (MeNSP): Zero-shot Prompt Learning for Automatic Scoring in Science Education

Developing models to automatically score students' written responses to science problems is critical for science education. However, collecting and labeling sufficient student responses for training models is time and cost-consuming. Recent studies suggest that pre-trained language models can be adapted to downstream tasks without fine-tuning with prompts. However, no research has employed such a prompt approach in science education. As student responses are presented with natural language, aligning the scoring procedure as the next sentence prediction task using prompts can skip the costly fine-tuning stage. In this study, we developed a zero-shot approach to automatically score student responses via Matching Exemplars as Next Sentence Prediction (MeNSP). This approach employs no training samples. We first apply MeNSP in scoring three assessment tasks of scientific argumentation and found machine-human scoring agreements, Cohen's Kappa ranges from 0.30 to 0.57, and F1 score ranges from 0.54 to 0.81. To improve the performance, we extend our research to the few-shots setting, either randomly selecting labeled student responses or manually constructing responses to fine-tune the models. We find that one task's performance is improved with more samples, Cohen's Kappa from 0.30 to 0.38, and F1 score from 0.54 to 0.59; for the two others, scoring performance is not improved. We also find that randomly selected few-shots perform better than the human expert-crafted approach. This study suggests that MeNSP can yield referable automatic scoring for student responses while significantly reducing the cost of model training. This method can benefit low-stakes classroom assessment practices in science education. Future research should further explore the applicability of the MeNSP in different types of assessment tasks in science education and improve the model performance.

cs.CL↗

arXiv2023

NoPPA: Non-Parametric Pairwise Attention Random Walk Model for Sentence Representation

We propose a novel non-parametric/un-trainable language model, named Non-Parametric Pairwise Attention Random Walk Model (NoPPA), to generate sentence embedding only with pre-trained word embedding and pre-counted word frequency. To the best we know, this study is the first successful attempt to break the constraint on bag-of-words assumption with a non-parametric attention mechanism. We evaluate our method on eight different downstream classification tasks. The experiment results show that NoPPA outperforms all kinds of bag-of-words-based methods in each dataset and provides a comparable or better performance than the state-of-the-art non-parametric methods on average. Furthermore, visualization supports that NoPPA can understand contextual topics, common phrases, and word causalities. Our model is available at https://github.com/JacksonWuxs/NoPPA.

cs.CL↗