Specializing Large Language Models for educational domains is a key frontier in creating personalized learning tools. The central challenge is not data scarcity but its abundance: efficiently selecting a curated data subset from vast corpora to enhance specialized skills and foster generalization, without degrading existing abilities. Existing data selection paradigms, relying on superficial semantic similarity or model training dynamics, often lack a principled framework to identify data that promotes true cognitive growth. Our work proposes a paradigm shift from leveraging indirect proxies of learning value, such as semantic similarity and training dynamics, towards a framework that performs a direct, cognitive-level modeling of the learner's state. We introduce CASS, a novel framework that implements this cognitive approach through a clear pipeline, moving from an initial Diagnosis to the ultimate goal of expanding the model's cognitive frontier. First, CASS diagnoses the LLM's cognitive frontier using Multidimensional Item Response Theory. Leveraging this diagnosis, it then employs Fisher Information to select a data subset situated at LLM's cognitive frontier that offers maximum informational gain. Finally, the model is fine-tuned on this curated data using a structured, easy-to-hard curriculum to ensure effective learning. Experiments on our new multi-subject dataset show that models trained with CASS not only achieve superior accuracy in the target domain but also exhibit enhanced generalization. CASS provides a more efficient, effective, and theoretically-grounded paradigm for building expert educational LLMs.

Computerized Adaptive Testing (CAT) offers an efficient and personalized method for assessing examinee proficiency by dynamically adjusting test questions based on individual performance. Compared to traditional, non-personalized testing methods, CAT requires fewer questions and provides more accurate assessments. As a result, CAT has been widely adopted across various fields, including education, healthcare, sports, sociology, and the evaluation of AI models. While traditional methods rely on psychometrics and statistics, the increasing complexity of large-scale testing has spurred the integration of machine learning techniques. This paper aims to provide a machine learning-focused survey on CAT, presenting a fresh perspective on this adaptive testing paradigm. We delve into measurement models, question selection algorithm, bank construction, and test control within CAT, exploring how machine learning can optimize these components. Through an analysis of current methods, strengths, limitations, and challenges, we strive to develop robust, fair, and efficient CAT systems. By bridging psychometric-driven CAT research with machine learning, this survey advocates for a more inclusive and interdisciplinary approach to the future of adaptive testing.

Cognitive diagnosis, which assesses the learners' competence from learners' interaction logs, plays a vital role in education. It provides a crucial reference for gauging learners' proficiency levels and tailoring future learning activities accordingly. Researchers have proposed numerous cognitive diagnosis models to address this task. Despite their success, these models continue to face the ill-posed problem because of the information loss caused by under-expressive interaction function and incomplete observations. In this paper, we address these challenges by proposing a novel cognitive diagnosis model, DMC-CDM, based on the theoretical premise that cognitive states can be captured with minimal information loss by maximizing the mutual information between observed and potential observations. Specifically, DMC-CDM incorporates a semantic extractor to provide a comprehensive semantic understanding of learners' interaction logs, thereby enhancing current collaborative-based cognitive state representations. It then consolidates multi-perspective observations to capture precise cognitive states by maximizing mutual information between these observations. We conducted extensive experiments on three datasets, and the experimental results demonstrate that our proposed model is both effective and beneficial for downstream applications in education.

Arena-based evaluation is a fundamental yet significant evaluation paradigm for modern AI models, especially large language models (LLMs). Existing framework based on ELO rating system suffers from the inevitable instability problem due to ranking inconsistency and the lack of attention to the varying abilities of annotators. In this paper, we introduce a novel stable arena framework to address these issues by enhancing the ELO Rating System. Specifically, we replace the iterative update method with a Maximum Likelihood Estimation (MLE) approach, m-ELO, and provide theoretical proof of the consistency and stability of the MLE approach for model ranking. Additionally, we proposed the am-ELO, which modify the Elo Rating’s probability function to incorporate annotator abilities, enabling the simultaneous estimation of model scores and annotator reliability. Experiments demonstrate that this method ensures stability, proving that this framework offers a more robust, accurate, and stable evaluation method for LLMs.

Human ability estimation is essential for educational assessment, career advancement, and professional certification. Adaptive Testing systems can improve estimation efficiency by selecting fewer, targeted questions, and are widely used in exams, e.g., GRE, GMAT, and Duolingo English Test. However, selecting an optimal subset of questions remains a challenging nested optimization problem. Existing methods rely on costly approximations or data-intensive training, making them unsuitable for today's large-scale and complex testing environments. Thus, we propose a Closed-Form solution for question subset selection in Adaptive Testing. It directly minimizes ability estimation error by reducing ability parameter's gradient bias while maintaining Hessian stability, which enables a simple greedy algorithm for question selection. Moreover, it can quantify the impact of human behavioral perturbations on ability estimation. Extensive experiments on large-scale educational datasets demonstrate that it reduces the number of required questions by 10% compared to SOTA methods, while maintaining the same estimation accuracy.

Evaluating AI systems, particularly large models, is an essential yet computationally expensive task. The use of extensive benchmarks often leads to substantial computational/human costs that may even exceed those of pretraining. The efficiency of AI model evaluation focuses on estimating the model's score on the full benchmark based on its responses to a smaller subset. Various empirical selection methods have been proposed to identify valuable subsets within these benchmarks. In this paper, we formally define and approximate the subset selection problem inherent in efficient evaluation. We prove that this problem actually optimizes a submodular function and that a unified subset can be identified using a simple greedy algorithm. Importantly, this approach is the first to provide theoretical guarantees of bias control and generalizability in score estimation. Using language models as a case study, experimental results across 11 different benchmarks validate its superiority in estimating model scores and maintaining ranking consistency. It can achieve accurate score estimation using no more than 30% of the full benchmark, thus facilitating efficient and sparse benchmark design.

Predicting the scientific impact of research scholars is increasingly crucial for career planning, particularly for young scholars considering career transitions. However, predicting a scholar's future development, especially after they move to a different academic group, presents significant challenges. To tackle this issue, we propose a Future Publication Impact Prediction Network (FPIPN) based on graph neural networks. FPIPN leverages rich information from a heterogeneous academic graph for impact prediction. We employ a hierarchical attention mechanism to learn the significance of graph information and utilize a knowledge distillation strategy to assess future impact based on historical records. Extensive experiments on a real-world academic dataset showcase the effectiveness of our approach compared to state-of-the-art methods.

Adaptive Testing System (ATS) is a promising testing mode, extensively utilized in standardized tests like the GRE. It offers personalized ability assessment by dynamically adjusting questions based on individual ability levels. Compared to traditional exams, ATS can improve the accuracy of ability estimates while simultaneously reducing the number of questions required. Despite the diverse testing formats of ATS, tailored to different adaptability requirements in various testing scenarios, there is a notable absence of a unified framework for modeling them. In this paper, we introduce a unified data-driven ATS framework that conceptualizes the various testing formats as a hierarchical test structure search problem. It can learn directly from data to solve for the optimal questions for each student, eliminating the need for manual test design. The proposed solution algorithm comes with theoretical guarantees for estimation error and convergence. Empirical results show that our framework maintains assessment accuracy while reducing question count by 20% on average and improving training stability.

Expert-designed close-ended benchmarks are indispensable in assessing the knowledge capacity of large language models (LLMs). Despite their widespread use, concerns have mounted regarding their reliability due to limited test scenarios and an unavoidable risk of data contamination. To rectify this, we present PertEval, a toolkit devised for in-depth probing of LLMs' knowledge capacity through knowledge-invariant perturbations. These perturbations employ human-like restatement techniques to generate on-the-fly test samples from static benchmarks, meticulously retaining knowledge-critical content while altering irrelevant details. Our toolkit further includes a suite of response consistency analyses that compare performance on raw vs. perturbed test sets to precisely assess LLMs' genuine knowledge capacity. Six representative LLMs are re-evaluated using PertEval. Results reveal significantly inflated performance of the LLMs on raw benchmarks, including an absolute 25.8% overestimation for GPT-4. Additionally, through a nuanced response pattern analysis, we discover that PertEval retains LLMs' uncertainty to specious knowledge, and reveals their potential rote memorization to correct options which leads to overestimated performance. We also find that the detailed response consistency analyses by PertEval could illuminate various weaknesses in existing LLMs' knowledge mastery and guide the development of refinement. Our findings provide insights for advancing more robust and genuinely knowledgeable LLMs. Our code is available at https://github.com/aigc-apps/PertEval.

As the deep integration of machine learning and intelligent education, Computerized Adaptive Testing (CAT) has received more and more research attention. Compared to traditional paper-and-pencil tests, CAT can deliver both personalized and interactive assessments by automatically adjusting testing questions according to the performance of students during the test process. Therefore, CAT has been recognized as an efficient testing methodology capable of accurately estimating a student’s ability with a minimal number of questions, leading to its widespread adoption in mainstream selective exams such as the GMAT and GRE. However, just improving the accuracy of ability estimation is far from satisfactory in the real-world scenarios, since an accurate ranking of students is usually more important (e.g., in high-stakes exams). Considering the shortage of existing CAT solutions in student ranking, this paper emphasizes the importance of aligning test outcomes (student ranks) with the true underlying abilities of students. Along this line, different from the conventional independent testing paradigm among students, we propose a novel collaborative framework, Collaborative Computerized Adaptive Testing (CCAT), that leverages inter-student information to enhance student ranking. By using collaborative students as anchors to assist in ranking test-takers, CCAT can give both theoretical guarantees and experimental validation for ensuring ranking consistency.

Computerized Adaptive Testing (CAT) arises as a promising personalized test mode in online education, targeting at revealing students' latent knowledge state by selecting test items adaptively. The item selection strategy is the core component of CAT, which searches for the best suitable test item based on students' current estimated ability at each test step. However, existing selection strategies behave in a brute-force manner, which results in the time complexity being linear to the number of items (N) in the item pool, i.e., O(N). Thus, in reality, the search latency becomes the bottleneck for CAT with a large-scale item pool. To this end, we propose a Search-Efficient Computerized Adaptive Testing framework (SECAT), which aims at enhancing CAT with an efficient selection strategy. Specifically, SECAT contains two main phases: item pool indexing and item search. In the item pool indexing phase, we apply a student-aware spatial partition method on the item pool to divide the test items into many sub-spaces, considering the adaptability of test items. In the item search phase, we optimize the traditional single-round search strategy with the asymptotic theory and propose a multi-round search strategy that can further improve the time efficiency. Compared with existing strategies, the time complexity of SECAT decreases from O(N) to O(logN). Across two real-world datasets, SECAT achieves over 200x speed up with negligible accuracy degradation.

The fundamental task of intelligent educational systems is to offer adaptive learning services to students, such as exercise recommendations and computerized adaptive testing. However, optimizing required models in these systems would always encounter the collection difficulty of high-quality interaction data in practice. Therefore, establishing a student simulator is of great value since it can generate valid interactions to help optimize models. Existing advances have achieved success but generally suffer from exposure bias and overlook long-term intentions. To tackle these problems, we propose a novel Direct-Adversarial Imitation Student Simulator (DAISim) by formulating it as a Markov Decision Process (MDP), which unifies the workflow of the simulator in training and generating to alleviate the exposure bias and single-step optimization problems. To construct the intentions underlying the complex student interactions, we first propose a direct imitation strategy to mimic the interactions with a simple reward function. Then, we propose an adversarial imitation strategy to learn a rational distribution with the reward given by a parameterized discriminator. Furthermore, we optimize the discriminator in adversarial imitation in a pairwise manner, and the theoretical analysis shows that the pairwise discriminator would improve the generation quality. We conduct extensive experiments on real-world datasets, where the results demonstrate that our DAISim can simulate high-quality student interactions whose distribution is close to real distribution and can promote several downstream services.

User modeling techniques profile users' latent characteristics (e.g., preference) from their observed behaviors, and play a crucial role in decision-making. Unfortunately, traditional user models may unconsciously capture biases related to sensitive attributes (e.g., gender) from behavior data, even when this sensitive information is not explicitly provided. This can lead to unfair issues and discrimination against certain groups based on these sensitive attributes. Recent studies have been proposed to improve fairness by explicitly decorrelating user modeling results and sensitive attributes. However, most existing approaches assume that fully sensitive attribute labels are available in the training set, which is unrealistic due to collection limitations like privacy concerns, and hence bear the limitation of performance. In this paper, we focus on a practical situation with limited sensitive data and propose a novel FairLISA framework, which can efficiently utilize data with known and unknown sensitive attributes to facilitate fair model training. We first propose a novel theoretical perspective to build the relationship between data with both known and unknown sensitive attributes with the fairness objective. Then, based on this, we provide a general adversarial framework to effectively leverage the whole user data for fair user modeling. We conduct experiments on representative user modeling tasks including recommender system and cognitive diagnosis. The results demonstrate that our FairLISA can effectively improve fairness while retaining high accuracy in scenarios with different ratios of missing sensitive attributes.

Computerized adaptive testing (CAT), as a tool that can efficiently measure student's ability, has been widely used in various standardized tests (e.g., GMAT and GRE). The adaptivity of CAT refers to the selection of the most informative questions for each student, reducing test length. Existing CAT methods do not explicitly target ability estimation accuracy since there is no student's true ability as ground truth; therefore, these methods cannot be guaranteed to make the estimate converge to the true with such limited responses. In this paper, we analyze the statistical properties of estimation and find a theoretical approximation of the true ability: the ability estimated by full responses to question bank. Based on this, a Bounded Ability Estimation framework for CAT (BECAT) is proposed in a data-summary manner, which selects a question subset that closely matches the gradient of the full responses. Thus, we develop an expected gradient difference approximation to design a simple greedy selection algorithm, and show the rigorous theoretical and error upper-bound guarantees of its ability estimate. Experiments on both real-world and synthetic datasets, show that it can reach the same estimation accuracy using 15\% less questions on average, significantly reducing test length.

Computerized Adaptive Testing (CAT) refers to an efficient and personalized test mode in online education, aiming to accurately measure student proficiency level on the required subject/domain. The key component of CAT is the "adaptive" question selection algorithm, which automatically selects the best suited question for student based on his/her current estimated proficiency, reducing test length. Existing algorithms rely on some manually designed and pre-fixed informativeness/uncertainty metrics of question for selections, which is labor-intensive and not sufficient for capturing complex relations between students and questions. In this paper, we propose a fully adaptive framework named Neural Computerized Adaptive Testing (NCAT), which formally redefines CAT as a reinforcement learning problem and directly learns selection algorithm from real-world data. Specifically, a bilevel optimization is defined and simplified under CAT's application scenarios to make the algorithm learnable. Furthermore, to address the CAT task effectively, we tackle it as an equivalent reinforcement learning problem and propose an attentive neural policy to model complex non-linear interactions. Extensive experiments on real-world datasets demonstrate the effectiveness and robustness of NCAT compared with several state-of-the-art methods.

Computerized Adaptive Testing (CAT) is a promising testing mode in personalized online education (e.g., GRE), which aims at measuring student's proficiency accurately and reducing test length. The "adaptive" is reflected in its selection algorithm that can retrieve best-suited questions for student based on his/her estimated proficiency at each test step. Although there are many sophisticated selection algorithms for improving CAT's effectiveness, they are restricted and perturbed by the accuracy of current proficiency estimate, thus lacking robustness. To this end, we investigate a general method to enhance the robustness of existing algorithms by leveraging student's "multi-facet" nature during tests. Specifically, we present a generic optimization criterion Robust Adaptive Testing (RAT) for proficiency estimation via fusing multiple estimates at each step, which maintains a multi-facet description of student's potential proficiency. We further provide theoretical analyses of such estimator's desirable statistical properties: asymptotic unbiasedness, efficiency, and consistency. Extensive experiments on perturbed synthetic data and three real-world datasets show that selection algorithms in our RAT framework are robust and yield substantial improvements.