Chenghao Zhu

Wentao Ge, Shunian Chen, Guiming Hardy Chen et al.

Multimodal large language models (MLLMs) have broadened the scope of AI applications. Existing automatic evaluation methodologies for MLLMs are mainly limited in evaluating queries without considering user experiences, inadequately addressing the nuances of creative and associative multimodal tasks. However, the open-ended and subjective nature of such tasks poses a significant challenge to the evaluation methodology, where it is difficult to define the ground-truth answers for them. To this end, in our paper, we propose a new evaluation paradigm for MLLMs, which is evaluating MLLMs with per-sample criteria using potent MLLM as the judge. To validate the feasibility and effectiveness of this paradigm, we design a benchmark, dubbed MLLM-Bench, by curating the evaluation samples across six comprehensive cognitive levels. We benchmark 21 popular MLLMs in a pairwise-comparison fashion, showing diverse performance across models. Moreover, the validity of our benchmark manifests itself in reaching 88.02% agreement with human evaluation. We contend that the proposed paradigm explores the potential of MLLMs as effective evaluation tools with the help of per-sample criteria. See online leaderboard at \url{https://mllm-bench.llmzoo.com}.

Dongyi Ding, Tiannan Wang, Chenghao Zhu et al.

Large language models (LLMs) excel at reasoning tasks requiring long thought sequences for planning, reflection, and refinement. However, their substantial model size and high computational demands are impractical for widespread deployment. Yet, small language models (SLMs) often struggle to learn long-form CoT reasoning due to their limited capacity, a phenomenon we refer to as the "SLMs Learnability Gap". To address this, we introduce \textbf{Mi}d-\textbf{Co}T \textbf{T}eacher \textbf{A}ssistant Distillation (MiCoTAl), a framework for improving long CoT distillation for SLMs. MiCoTA employs intermediate-sized models as teacher assistants and utilizes intermediate-length CoT sequences to bridge both the capacity and reasoning length gaps. Our experiments on downstream tasks demonstrate that although SLMs distilled from large teachers can perform poorly, by applying MiCoTA, they achieve significant improvements in reasoning performance. Specifically, Qwen2.5-7B-Instruct and Qwen2.5-3B-Instruct achieve an improvement of 3.47 and 3.93 respectively on average score on AIME2024, AMC, Olympiad, MATH-500 and GSM8K benchmarks. To better understand the mechanism behind MiCoTA, we perform a quantitative experiment demonstrating that our method produces data more closely aligned with base SLM distributions. Our insights pave the way for future research into long-CoT data distillation for SLMs.