Feng Han

Jinhyuk Lee, Feiyang Chen, Sahil Dua et al.

In this report, we introduce Gemini Embedding, a state-of-the-art embedding model leveraging the power of Gemini, Google's most capable large language model. Capitalizing on Gemini's inherent multilingual and code understanding capabilities, Gemini Embedding produces highly generalizable embeddings for text spanning numerous languages and textual modalities. The representations generated by Gemini Embedding can be precomputed and applied to a variety of downstream tasks including classification, similarity, clustering, ranking, and retrieval. Evaluated on the Massive Multilingual Text Embedding Benchmark (MMTEB), which includes over one hundred tasks across 250+ languages, Gemini Embedding substantially outperforms prior state-of-the-art models, demonstrating considerable improvements in embedding quality. Achieving state-of-the-art performance across MMTEB's multilingual, English, and code benchmarks, our unified model demonstrates strong capabilities across a broad selection of tasks and surpasses specialized domain-specific models.

Rongzhi Zhang, Jiaming Shen, Tianqi Liu et al.

Large Language Models (LLMs) have exhibited impressive capabilities in various tasks, yet their vast parameter sizes restrict their applicability in resource-constrained settings. Knowledge distillation (KD) offers a viable solution by transferring expertise from large teacher models to compact student models. However, traditional KD techniques face specific challenges when applied to LLMs, including restricted access to LLM outputs, significant teacher-student capacity gaps, and the inherited mis-calibration issue. In this work, we present PLaD, a novel preference-based LLM distillation framework. PLaD exploits the teacher-student capacity discrepancy to generate pseudo-preference pairs where teacher outputs are preferred over student outputs. Then, PLaD leverages a ranking loss to re-calibrate student's estimation of sequence likelihood, which steers the student's focus towards understanding the relative quality of outputs instead of simply imitating the teacher. PLaD bypasses the need for access to teacher LLM's internal states, tackles the student's expressivity limitations, and mitigates the student mis-calibration issue. Through extensive experiments on two sequence generation tasks and with various LLMs, we demonstrate the effectiveness of our proposed PLaD framework.