Ang He

Qiang Chen, Zhongze Wu, Ang He et al.

Recent advancements in graph unlearning models have enhanced model utility by preserving the node representation essentially invariant, while using gradient ascent on the forget set to achieve unlearning. However, this approach causes a drastic degradation in model utility during the unlearning process due to the rapid divergence speed of gradient ascent. In this paper, we introduce \textbf{INPO}, an \textbf{I}nfluence-aware \textbf{N}egative \textbf{P}reference \textbf{O}ptimization framework that focuses on slowing the divergence speed and improving the robustness of the model utility to the unlearning process. Specifically, we first analyze that NPO has slower divergence speed and theoretically propose that unlearning high-influence edges can reduce impact of unlearning. We design an influence-aware message function to amplify the influence of unlearned edges and mitigate the tight topological coupling between the forget set and the retain set. The influence of each edge is quickly estimated by a removal-based method. Additionally, we propose a topological entropy loss from the perspective of topology to avoid excessive information loss in the local structure during unlearning. Extensive experiments conducted on five real-world datasets demonstrate that INPO-based model achieves state-of-the-art performance on all forget quality metrics while maintaining the model's utility. Codes are available at \href{https://github.com/sh-qiangchen/INPO}{https://github.com/sh-qiangchen/INPO}.

Yoshee Jain, John Hollander, Amber He et al.

Reading comprehension is a key for individual success, yet the assessment of question difficulty remains challenging due to the extensive human annotation and large-scale testing required by traditional methods such as linguistic analysis and Item Response Theory (IRT). While these robust approaches provide valuable insights, their scalability is limited. There is potential for Large Language Models (LLMs) to automate question difficulty estimation; however, this area remains underexplored. Our study investigates the effectiveness of LLMs, specifically OpenAI's GPT-4o and o1, in estimating the difficulty of reading comprehension questions using the Study Aid and Reading Assessment (SARA) dataset. We evaluated both the accuracy of the models in answering comprehension questions and their ability to classify difficulty levels as defined by IRT. The results indicate that, while the models yield difficulty estimates that align meaningfully with derived IRT parameters, there are notable differences in their sensitivity to extreme item characteristics. These findings suggest that LLMs can serve as the scalable method for automated difficulty assessment, particularly in dynamic interactions between learners and Adaptive Instructional Systems (AIS), bridging the gap between traditional psychometric techniques and modern AIS for reading comprehension and paving the way for more adaptive and personalized educational assessments.