Kumar Satvik Chaudhary

Dawei Li, Zhen Tan, Peijia Qian et al.

While multi-agent systems have been shown to significantly enhance the performance of Large Language Models (LLMs) across various tasks and applications, the dense interaction between scaling agents potentially hampers their efficiency and diversity. To address these challenges, we draw inspiration from the sparse mixture-of-agents (SMoE) and propose a sparse mixture-of-agents (SMoA) framework to improve the efficiency and diversity of multi-agent LLMs. Unlike completely connected structures, SMoA introduces novel Response Selection and Early Stopping mechanisms to sparsify information flows among individual LLM agents, striking a balance between performance and efficiency. Additionally, inspired by the expert diversity principle in SMoE frameworks for workload balance between experts, we assign distinct role descriptions to each LLM agent, fostering diverse and divergent thinking. Extensive experiments on reasoning, alignment, and fairness benchmarks demonstrate that SMoA achieves performance comparable to traditional mixture-of-agents approaches but with significantly lower computational costs. Further analysis reveals that SMoA is more stable, has a greater capacity to scale, and offers considerable potential through hyper-parameter optimization. Code and data will be available at: https://github.com/David-Li0406/SMoA.

Kumar Satvik Chaudhary, Chengshuai Zhao, Fan Zhang et al.

Understanding how automated grading systems evaluate essays remains a significant challenge for educators and students, especially when large language models function as black boxes. We introduce EssayCBM, a rubric-aligned framework that prioritizes interpretability in essay assessment. Instead of predicting grades directly from text, EssayCBM evaluates eight writing concepts, such as Thesis Clarity and Evidence Use, through dedicated prediction heads on an encoder. These concept scores form a transparent bottleneck, and a lightweight network computes the final grade using only concepts. Instructors can adjust concept predictions and instantly view the updated grade, enabling accountable human-in-the-loop evaluation. EssayCBM matches black-box performance while offering actionable, concept-level feedback through an intuitive web interface.

Chengshuai Zhao, Fan Zhang, Kumar Satvik Chaudhary et al.

Open-ended grading is central to equitable and personalized education, yet manual grading remains time-consuming and costly, underscoring the need for automated grading systems. Although recent neural and large language model (LLM) based systems have demonstrated superior performance, they are typically black-box models whose scoring processes and rationales are difficult for educators to verify and trust. Concept bottleneck models (CBMs) have emerged as a promising approach by routing predictions through human-interpretable concepts, providing a mechanistic guarantee of transparency. However, standard CBMs are not tailored to open-ended grading: they do not explicitly model fine-grained rubric dimensions, inadequately capture the ordinal semantics of scoring scales, and neglect inherent reliability issues in human concept annotations. To address these limitations, we propose REC-CBM, a rubric-aware error-correction concept bottleneck model for trustworthy open-ended grading. REC-CBM introduces a rubric-aware concept encoder that learns concept-specific representations over responses and an ordinal pairwise calibration objective that preserves ranking structure among rubric dimensions. It further incorporates a latent concept error-correction module that denoises concept predictions before final grade prediction while preserving interpretability. Comprehensive experiments on publicly available datasets show that REC-CBM consistently improves grading performance and produces more faithful concept-level reasoning than both state-of-the-art baselines. Further analyses validate the contribution of each component and demonstrate the applicability in realistic educational settings. Overall, this work provides a practical, interpretable grading solution that enables educators to inspect, intervene in, and trust automated decisions, advancing more transparent and trustworthy education.

Chengshuai Zhao, Riccardo De Maria, Tharindu Kumarage et al.

Advancements in large language models (LLMs) have enabled the development of intelligent educational tools that support inquiry-based learning across technical domains. In cybersecurity education, where accuracy and safety are paramount, systems must go beyond surface-level relevance to provide information that is both trustworthy and domain-appropriate. To address this challenge, we introduce CyberBOT, a question-answering chatbot that leverages a retrieval-augmented generation (RAG) pipeline to incorporate contextual information from course-specific materials and validate responses using a domain-specific cybersecurity ontology. The ontology serves as a structured reasoning layer that constrains and verifies LLM-generated answers, reducing the risk of misleading or unsafe guidance. CyberBOT has been deployed in a large graduate-level course at Arizona State University (ASU), where more than one hundred students actively engage with the system through a dedicated web-based platform. Computational evaluations in lab environments highlight the potential capacity of CyberBOT, and a forthcoming field study will evaluate its pedagogical impact. By integrating structured domain reasoning with modern generative capabilities, CyberBOT illustrates a promising direction for developing reliable and curriculum-aligned AI applications in specialized educational contexts.