Wei Xia

Yuntong Hu, Matthew Trager, Yuting Zhang et al.

Large language model (LLM)-based multi-agent systems (MAS) show strong promise for complex reasoning, planning, and tool-augmented tasks, but designing effective MAS architectures remains labor-intensive, brittle, and hard to generalize. Existing automatic MAS generation methods either rely on code generation, which often leads to executability and robustness failures, or impose rigid architectural templates that limit expressiveness and adaptability. We propose Evolutionary Generation of Multi-Agent Systems (EvoMAS), which formulates MAS generation as structured configuration generation. EvoMAS performs evolutionary generation in configuration space. Specifically, EvoMAS selects initial configurations from a pool, applies feedback-conditioned mutation and crossover guided by execution traces, and iteratively refines both the candidate pool and an experience memory. We evaluate EvoMAS on diverse benchmarks, including BBEH, SWE-Bench, and WorkBench, covering reasoning, software engineering, and tool-use tasks. EvoMAS consistently improves task performance over both human-designed MAS and prior automatic MAS generation methods, while producing generated systems with higher executability and runtime robustness. EvoMAS outperforms the agent evolution method EvoAgent by +10.5 points on BBEH reasoning and +7.1 points on WorkBench. With Claude-4.5-Sonnet, EvoMAS also reaches 79.1% on SWE-Bench-Verified, matching the top of the leaderboard.

Weiming Zhang, Lingyue Fu, Qingyao Li et al.

Cognitive diagnosis (CD) plays a crucial role in intelligent education, evaluating students' comprehension of knowledge concepts based on their test histories. However, current CD methods often model students, exercises, and knowledge concepts solely on their ID relationships, neglecting the abundant semantic relationships present within educational data space. Furthermore, contemporary intelligent tutoring systems (ITS) frequently involve the addition of new students and exercises, a situation that ID-based methods find challenging to manage effectively. The advent of large language models (LLMs) offers the potential for overcoming this challenge with open-world knowledge. In this paper, we propose LLM4CD, which Leverages Large Language Models for Open-World Knowledge Augmented Cognitive Diagnosis. Our method utilizes the open-world knowledge of LLMs to construct cognitively expressive textual representations, which are then encoded to introduce rich semantic information into the CD task. Additionally, we propose an innovative bi-level encoder framework that models students' test histories through two levels of encoders: a macro-level cognitive text encoder and a micro-level knowledge state encoder. This approach substitutes traditional ID embeddings with semantic representations, enabling the model to accommodate new students and exercises with open-world knowledge and address the cold-start problem. Extensive experimental results demonstrate that our proposed method consistently outperforms previous CD models on multiple real-world datasets, validating the effectiveness of leveraging LLMs to introduce rich semantic information into the CD task.