Qingsong Wen

Tianjin Huang, Haotian Hu, Zhenyu Zhang et al.

This paper comprehensively evaluates several recently proposed optimizers for 4-bit training, revealing that low-bit precision amplifies sensitivity to learning rates and often causes unstable gradient norms, leading to divergence at higher learning rates. Among these, SPAM, a recent optimizer featuring momentum reset and spike-aware gradient clipping, achieves the best performance across various bit levels, but struggles to stabilize gradient norms, requiring careful learning rate tuning. To address these limitations, we propose Stable-SPAM, which incorporates enhanced gradient normalization and clipping techniques. In particular, Stable-SPAM (1) adaptively updates the clipping threshold for spiked gradients by tracking their historical maxima; (2) normalizes the entire gradient matrix based on its historical $l_2$-norm statistics; and $(3)$ inherits momentum reset from SPAM to periodically reset the first and second moments of Adam, mitigating the accumulation of spiked gradients. Extensive experiments show that Stable-SPAM effectively stabilizes gradient norms in 4-bit LLM training, delivering superior performance compared to Adam and SPAM. Notably, our 4-bit LLaMA-1B model trained with Stable-SPAM outperforms the BF16 LLaMA-1B trained with Adam by up to $2$ perplexity. Furthermore, when both models are trained in 4-bit, Stable-SPAM achieves the same loss as Adam while requiring only about half the training steps. Code is available at https://github.com/TianjinYellow/StableSPAM.git.

Hang Li, Tianlong Xu, Jiliang Tang et al.

Knowledge concept tagging for questions plays a crucial role in contemporary intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations have been conducted manually with help from pedagogical experts, as the task requires not only a strong semantic understanding of both question stems and knowledge definitions but also deep insights into connecting question-solving logic with corresponding knowledge concepts. In this paper, we explore automating the tagging task using Large Language Models (LLMs), in response to the inability of prior manual methods to meet the rapidly growing demand for concept tagging in questions posed by advanced educational applications. Moreover, the zero/few-shot learning capability of LLMs makes them well-suited for application in educational scenarios, which often face challenges in collecting large-scale, expertise-annotated datasets. By conducting extensive experiments with a variety of representative LLMs, we demonstrate that LLMs are a promising tool for concept tagging in math questions. Furthermore, through case studies examining the results from different LLMs, we draw some empirical conclusions about the key factors for success in applying LLMs to the automatic concept tagging task.

Zhendong Chu, Jian Xie, Shen Wang et al.

Education materials for K-12 students often consist of multiple modalities, such as text and images, posing challenges for models to fully understand nuanced information in these materials. In this paper, we propose a unified language and vision assistant UniEDU designed for various educational applications, including knowledge recommendation, knowledge tracing, time cost prediction, and user answer prediction, all within a single model. Unlike conventional task-specific models, UniEDU offers a unified solution that excels across multiple educational tasks while maintaining strong generalization capabilities. Its adaptability makes it well-suited for real-world deployment in diverse learning environments. Furthermore, UniEDU is optimized for industry-scale deployment by significantly reducing computational overhead-achieving approximately a 300\% increase in efficiency-while maintaining competitive performance with minimal degradation compared to fully fine-tuned models. This work represents a significant step toward creating versatile AI systems tailored to the evolving demands of education.

Hang Li, Tianlong Xu, Jiliang Tang et al.

Knowledge tagging for questions plays a crucial role in contemporary intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations are always conducted by pedagogical experts, as the task requires not only a strong semantic understanding of both question stems and knowledge definitions but also deep insights into connecting question-solving logic with corresponding knowledge concepts. With the recent emergence of advanced text encoding algorithms, such as pre-trained language models, many researchers have developed automatic knowledge tagging systems based on calculating the semantic similarity between the knowledge and question embeddings. In this paper, we explore automating the task using Large Language Models (LLMs), in response to the inability of prior encoding-based methods to deal with the hard cases which involve strong domain knowledge and complicated concept definitions. By showing the strong performance of zero- and few-shot results over math questions knowledge tagging tasks, we demonstrate LLMs' great potential in conquering the challenges faced by prior methods. Furthermore, by proposing a reinforcement learning-based demonstration retriever, we successfully exploit the great potential of different-sized LLMs in achieving better performance results while keeping the in-context demonstration usage efficiency high.