Mo Wang

Yiran Zhang, Mo Wang, Xiaoyang Li et al.

Despite impressive advances in large language models (LLMs), existing benchmarks often focus on single-turn or single-step tasks, failing to capture the kind of iterative reasoning required in real-world settings. To address this limitation, we introduce TurnBench, a novel benchmark that evaluates multi-turn, multi-step reasoning through an interactive code-breaking task inspired by a "Turing Machine Board Game." In each episode, a model must uncover hidden logical or arithmetic rules by making sequential guesses, receiving structured feedback, and integrating clues across multiple rounds. This dynamic setup requires models to reason over time, adapt based on past information, and maintain consistency across steps-capabilities underexplored in current benchmarks. TurnBench includes two modes: Classic, which tests standard reasoning, and Nightmare, which introduces increased complexity and requires robust inferential chains. To support fine-grained analysis, we provide ground-truth annotations for intermediate reasoning steps. Our evaluation of state-of-the-art LLMs reveals significant gaps: the best model achieves 81.5% accuracy in Classic mode, but performance drops to 17.8% in Nightmare mode. In contrast, human participants achieve 100% in both, underscoring the challenge TurnBench poses to current models. By incorporating feedback loops and hiding task rules, TurnBench reduces contamination risks and provides a rigorous testbed for diagnosing and advancing multi-step, multi-turn reasoning in LLMs.

Patrice Y. Simard, Saleema Amershi, David M. Chickering et al.

The current processes for building machine learning systems require practitioners with deep knowledge of machine learning. This significantly limits the number of machine learning systems that can be created and has led to a mismatch between the demand for machine learning systems and the ability for organizations to build them. We believe that in order to meet this growing demand for machine learning systems we must significantly increase the number of individuals that can teach machines. We postulate that we can achieve this goal by making the process of teaching machines easy, fast and above all, universally accessible. While machine learning focuses on creating new algorithms and improving the accuracy of "learners", the machine teaching discipline focuses on the efficacy of the "teachers". Machine teaching as a discipline is a paradigm shift that follows and extends principles of software engineering and programming languages. We put a strong emphasis on the teacher and the teacher's interaction with data, as well as crucial components such as techniques and design principles of interaction and visualization. In this paper, we present our position regarding the discipline of machine teaching and articulate fundamental machine teaching principles. We also describe how, by decoupling knowledge about machine learning algorithms from the process of teaching, we can accelerate innovation and empower millions of new uses for machine learning models.