Kaiqi Yang

Kaiqi Yang, Haoyu Han, Wei Jin et al.

Graph Contrastive Learning (GCL) has demonstrated remarkable effectiveness in learning representations on graphs in recent years. To generate ideal augmentation views, the augmentation generation methods should preserve essential information while discarding less relevant details for downstream tasks. However, current augmentation methods usually involve random topology corruption in the spatial domain, which fails to adequately address information spread across different frequencies in the spectral domain. Our preliminary study highlights this issue, demonstrating that spatial random perturbations impact all frequency bands almost uniformly. Given that task-relevant information typically resides in specific spectral regions that vary across graphs, this one-size-fits-all approach can pose challenges. We argue that indiscriminate spatial random perturbation might unintentionally weaken task-relevant information, reducing its effectiveness. To tackle this challenge, we propose applying perturbations selectively, focusing on information specific to different frequencies across diverse graphs. In this paper, we present GASSER, a model that applies tailored perturbations to specific frequencies of graph structures in the spectral domain, guided by spectral hints. Through extensive experimentation and theoretical analysis, we demonstrate that the augmentation views generated by GASSER are adaptive, controllable, and intuitively aligned with the homophily ratios and spectrum of graph structures.

Kaiqi Yang, Yucheng Chu, Taylor Darwin et al.

Teachers' mathematical content knowledge (CK) is of vital importance and need in teacher professional development (PD) programs. Computer-aided asynchronous PD systems are the most recent proposed PD techniques, which aim to help teachers improve their PD equally with fewer concerns about costs and limitations of time or location. However, current automatic CK identification methods, which serve as one of the core techniques of asynchronous PD systems, face challenges such as diversity of user responses, scarcity of high-quality annotated data, and low interpretability of the predictions. To tackle these challenges, we propose a Multi-Agent LLMs-based framework, LLMAgent-CK, to assess the user responses' coverage of identified CK learning goals without human annotations. By taking advantage of multi-agent LLMs in strong generalization ability and human-like discussions, our proposed LLMAgent-CK presents promising CK identifying performance on a real-world mathematical CK dataset MaCKT. Moreover, our case studies further demonstrate the working of the multi-agent framework.

Hang Li, Yucheng Chu, Kaiqi Yang et al.

The rise of artificial intelligence (AI) technologies, particularly large language models (LLMs), has brought significant advancements to the field of education. Among various applications, automatic short answer grading (ASAG), which focuses on evaluating open-ended textual responses, has seen remarkable progress with the introduction of LLMs. These models not only enhance grading performance compared to traditional ASAG approaches but also move beyond simple comparisons with predefined "golden" answers, enabling more sophisticated grading scenarios, such as rubric-based evaluation. However, existing LLM-powered methods still face challenges in achieving human-level grading performance in rubric-based assessments due to their reliance on fully automated approaches. In this work, we explore the potential of LLMs in ASAG tasks by leveraging their interactive capabilities through a human-in-the-loop (HITL) approach. Our proposed framework, GradeHITL, utilizes the generative properties of LLMs to pose questions to human experts, incorporating their insights to refine grading rubrics dynamically. This adaptive process significantly improves grading accuracy, outperforming existing methods and bringing ASAG closer to human-level evaluation.

Tai-Quan Peng, Kaiqi Yang, Sanguk Lee et al.

As large language models (LLMs) become increasingly embedded in civic, educational, and political information environments, concerns about their potential political bias have grown. Prior research often evaluates such bias through simulated personas or predefined ideological typologies, which may introduce artificial framing effects or overlook how models behave in general use scenarios. This study adopts a persona-free, topic-specific approach to evaluate political behavior in LLMs, reflecting how users typically interact with these systems-without ideological role-play or conditioning. We introduce a two-dimensional framework: one axis captures partisan orientation on highly polarized topics (e.g., abortion, immigration), and the other assesses sociopolitical engagement on less polarized issues (e.g., climate change, foreign policy). Using survey-style prompts drawn from the ANES and Pew Research Center, we analyze responses from 43 LLMs developed in the U.S., Europe, China, and the Middle East. We propose an entropy-weighted bias score to quantify both the direction and consistency of partisan alignment, and identify four behavioral clusters through engagement profiles. Findings show most models lean center-left or left ideologically and vary in their nonpartisan engagement patterns. Model scale and openness are not strong predictors of behavior, suggesting that alignment strategy and institutional context play a more decisive role in shaping political expression.

Yucheng Chu, Peng He, Hang Li et al.

Short answer assessment is a vital component of science education, allowing evaluation of students' complex three-dimensional understanding. Large language models (LLMs) that possess human-like ability in linguistic tasks are increasingly popular in assisting human graders to reduce their workload. However, LLMs' limitations in domain knowledge restrict their understanding in task-specific requirements and hinder their ability to achieve satisfactory performance. Retrieval-augmented generation (RAG) emerges as a promising solution by enabling LLMs to access relevant domain-specific knowledge during assessment. In this work, we propose an adaptive RAG framework for automated grading that dynamically retrieves and incorporates domain-specific knowledge based on the question and student answer context. Our approach combines semantic search and curated educational sources to retrieve valuable reference materials. Experimental results in a science education dataset demonstrate that our system achieves an improvement in grading accuracy compared to baseline LLM approaches. The findings suggest that RAG-enhanced grading systems can serve as reliable support with efficient performance gains.