Proficiency

Reading behaviour varies not only with linguistic input, but also with reader proficiency. In this study, we investigate whether the layer-wise relationship between surprisal from large language models (LLMs) and human gaze behaviour differs across readers with different levels of proficiency and across gaze measures. Using eye-tracking data from the MECO L2 corpus, we compare readers with high and low vocabulary proficiency on first-pass gaze duration (FPGD) and total gaze duration (TGD). We quantify the distribution of the predictive power of surprisal across model layers using Predictive Depth. Across 12 tested LLMs, we find that readers with lower vocabulary proficiency tend to show deeper Predictive Depth for FPGD, while this difference is smaller for TGD. Also, TGD itself shows deeper Predictive Depth than FPGD in both proficiency groups. These patterns suggest that where predictive power is concentrated across LLM layers may be related to the timing and breadth of the reading processes captured by different gaze measures, and that this relationship can vary with reader proficiency. Our leave-one-out analysis further shows that the advantage of informative internal layers extends to unseen texts, although the practical improvements in prediction are limited. Overall, our results show that layer-wise LLM surprisal provides a useful perspective on variation in reading behaviour across both reader groups and gaze measures.

Automatic speaking assessment systems can provide holistic proficiency scores, but often lack interpretable measures that characterize pronunciation quality. We propose a native-reference phone-class geometry for measuring second language (L2) pronunciation deviation without requiring pronunciation labels, read-aloud prompts, or matched recordings of the same text from native and L2 speakers. Given a native speech corpus, we average frame-level self-supervised representations for each context-dependent phone-class and use singular value decomposition (SVD) to derive a compact native-reference coordinate system. For each L2 utterance, we compute the corresponding averages and project them into the native-reference space. We then demonstrate that the distances between L2 and native-reference coordinates for matched phone-classes show consistent negative correlations with holistic speaking proficiency on the Dev subset of the Speak and Improve Corpus 2025 (Spearman's $ρ\!=\!-0.53$) and with pronunciation quality on the learner subset of the English Read by Japanese Students dataset ($ρ\!=\!-0.34$). These findings suggest that the proposed geometry captures acoustic-phonetic information relevant for proficiency rating while remaining applicable to spontaneous L2 speech without matched native recordings.

A pretrained robot foundation policy may execute most of a long-horizon task yet repeatedly fail at a few critical subtasks. Collecting additional full-task demonstrations for supervised fine-tuning (SFT) requires operators to repeat behaviors the policy already performs well. Reinforcement learning (RL) fine-tuning offers a promising path to bridge this gap, but existing approaches struggle to solve long-horizon tasks using only sparse rewards. We present PARTS (Policy Adaptation with RL on Targeted Subtasks), a real-world subtask RL framework that concentrates practice at these bottlenecks while allowing training rollouts to proceed with minimal human intervention. The frozen pretrained policy supplies nominal actions throughout execution, while agent-generated selectors and success verifiers activate residual corrections and provide local outcome rewards. These rewards support learning from successful subtasks even when complete-task successes are scarce. Training combines online RL with success-reweighted retraining, and each retrained residual policy is redeployed to collect further experience. Humans identify bottlenecks during setup and perform physical resets when needed. On bimanual YAM and single-arm Franka tasks, PARTS improves complete-task success from 32% to 61% and from 50% to 95%, respectively, using tens of minutes of real-world RL rollouts per task on average. Compared with existing real-world RL fine-tuning methods, PARTS raises full-task success by more than 25% under the same robot-rollout budget while requiring less human involvement.

The development of automated speaking assessment (ASA) is limited by the scarcity of public datasets, with most existing work relying on read-aloud speech, which limits applicability to real-world communication scenarios. In this work, we introduce OpenEnded, a corpus of English practice speech from Mandarin speakers in open-response tasks. Unlike prior open-response datasets that provide only holistic proficiency scores, OpenEnded offers utterance-level assessments of accuracy, fluency, and prosody. Approximately 10,000 utterances are collected and annotated using a hybrid framework: 1,000 are manually labeled via multi-rater scoring with discrepancy resolution to form a high-quality test set, while the remaining are pseudo-labeled by an audio language model (ALM) for training and development sets. We evaluate ALMs and existing ASA models on the OpenEnded test set and introduce VoxPA as an additional baseline. Results show that ALM-generated pseudo-labels improve training over original ALM scoring, while VoxPA achieves the best performance among all baselines.

Writing proficiency manifests in how students develop content, organize ideas, choose words, and use language. Despite growing interest in LLM-based student simulation, whether LLMs can reproduce such multidimensional variation in extended writing remains largely unexplored. In this work, we explore if language models can realistically simulate student writing, and introduce SWIM, a task that formulates Student Writing sIMulation as proficiency-conditioned essay generation. We evaluate prompting, supervised fine-tuning (SFT), and reinforcement learning (RL) methods for writing simulation using automated essay scoring as a measure of profile alignment. Extensive experiments reveal that prompting provides limited proficiency control, even for strong proprietary LLMs with rubric-grounded strategies. In particular, while models can adjust content-oriented traits, they struggle to reproduce the lexical, grammatical, and organizational variation in different proficiency levels. SFT substantially improves alignment, while RL with the proposed proficiency-alignment reward yields further gains across all writing traits and essay prompts. Our findings suggest that explicit supervision enables substantially stronger profile alignment than prompting alone, while authentic low-proficiency writing remains challenging to reproduce.

Standard language proficiency tests rely on linguistic tasks such as vocabulary, grammar and reading comprehension quizzes. An alternative, cognitively motivated approach, introduced in Berzak et al. (2018), proposed instead to predict language proficiency from behavioral traces of eye movements in reading. In this work, we validate and extend this approach from single sentences to more naturalistic reading of contextualized passages in English as a second language, new proficiency measures, prediction models, and reading in an information seeking regime. We find that the approach is effective in all these evaluations. We further address two key open questions on eye movement based proficiency testing: (1) potential scoring biases that reflect the proximity of the reader's native language to English, which may undermine validity, and (2) its reliability. We find that eye movement based proficiency scores are indeed biased towards L1s that are linguistically closer to English. We propose a score debiasing method which effectively remedies this issue. The reliability analyses suggest that eye movement proficiency scores are more reliable than standard language proficiency scores. Overall, our results strengthen and broaden the empirical foundations for future eye movement based language assessment technologies.

Multilingual language models are deployed across a hundred or more languages, yet most benchmarks test whether a model can perform a task in a language rather than whether it commands the language itself, conflating fluency with proficiency. We introduce M-GATE (Multilingual Grammar, Accuracy in Translation, and Efficiency), a benchmark of linguistic proficiency spanning 30 typologically diverse languages from high- to low-resource. M-GATE comprises three tasks: grammatical error detection on linguist-crafted, adversarially selected sentences that turn on hard, language-specific phenomena; round-trip translation of shared English sources across 29 target languages, scored by a three-provider LLM judge panel validated against professional annotators; and a supplementary tokenizer-efficiency measure. We evaluate over 50 models in more than 80 configurations. Fluency and proficiency come apart sharply: models that translate competently sit near chance on the adversarial grammar items, the best reaching a Matthews correlation coefficient (MCC) of only 0.36, and their errors lean systematically toward under-flagging, accepting ungrammatical text rather than raising false alarms. Translation quality closely tracks a language's share of pretraining data (r = 0.86 against log Common Crawl share), producing a steep low-resource penalty that is nonetheless narrowing with successive model releases. Enabling reasoning reliably improves translation, while its effect on error detection is smaller and for some models negative, so the best configuration is task-dependent. To resist contamination, test items are kept private behind a continuously updated public leaderboard, with illustrative examples released (https://m-gate.ai).

Knowledge tracing (KT) aims to predict students' future performance by modeling their evolving knowledge states from historical interactions. Existing KT methods usually treat the raw interaction sequence as a unified behavioral process, overlooking the phase-specific nature of learning behaviors. Our preliminary observations show that students are more likely to correctly answer previously failed knowledge concepts after sufficient practice, suggesting a transition from ability-building to proficiency-oriented learning. Motivated by this, we propose Phase-Aware Knowledge Tracing (PAKT), a KT framework that decomposes student interactions into ability and proficiency phases based on the tailored decomposition mechanism. To effectively exploit the decomposed sequences, we design a multi-branch Transformer with a type-aware readout module to jointly capture phase-specific and holistic knowledge states. We further provide a causal analysis to reveal the confounding bias caused by entangling complex learning behaviors in phase-agnostic KT models. Extensive experiments on six public benchmarks demonstrate that our method consistently outperforms representative baselines, with a maximum AUC gain of 1.33% and an average gain of 0.82%.

Automated assessment in software engineering education has advanced significantly for code grading and essay scoring. However, reviewing software architecture deliverables, which requires analyzing structural completeness and requirements traceability, has not yet been fully automated. Applying Large Language Models (LLMs) to this task requires robust architectures to ensure technical feedback is accurate and reliable for students. This paper presents CAPRA (Configurable Architecture Proficiency Report Assessment), a multi-agent LLM system that analyzes software architecture deliverables to generate personalized, template-compliant LaTeX feedback. As a core design choice, CAPRA coordinates multiple specialized agents and employs a Python-based microservice for multi-modal document extraction, utilizing PyMuPDF and vision-enabled LLMs (specifically gpt-4o) to parse text and UML diagrams. To ensure educational reliability and mitigate hallucinations, CAPRA introduces a deterministic Evidence Anchoring step using fuzzy matching via normalized Levenshtein distance, along with a ConsistencyManager agent that cross-verifies, deduplicates, and merges findings. System performance is assessed using a structured eight-criterion binary evaluation taxonomy covering: (i) extraction completeness, (ii) feature validation, (iii) issue grounding and severity detection, (iv) recommendation specificity and traceability, and (v) template and tone compliance. A preliminary empirical evaluation on 10 student reports shows that CAPRA satisfied 88.8% of the evaluated criteria under a strict two-rater aggregation rule, achieved moderate inter-rater agreement with human evaluators (kappa = 0.582), and processed each report in slightly over 4 minutes. While these results support the viability of LLM-supported architectural feedback, human oversight remains essential for subjective assessment dimensions.

Item discrimination is a fundamental psychometric property of educational assessment, which measures whether an item meaningfully distinguishes students with higher proficiency from students with lower proficiency. While various existing works have explored whether large language models (LLMs) can estimate item difficulty, it remains unclear whether they can capture item discrimination. In this work, we evaluate 42 proprietary and open-weight LLMs in zero-shot settings using two complementary approaches: direct discrimination prediction, where models explicitly estimate an item's discrimination value from its content, and response-based Classical Test Theory (CTT) calibration, where LLM answers are treated as synthetic student responses to compute discrimination scores. Our results show that direct prediction yields weak alignment with human-calibrated discrimination: the best-performing model reaches only a Spearman correlation of 0.152. Response-based CTT calibration provides a stronger but still limited signal, with the all-persona synthetic respondent pool reaching a Spearman correlation of 0.241. These findings highlight item discrimination as an open challenge for LLM-based psychometric evaluation: current LLMs contain non-random discrimination-relevant signal, but they do not yet reliably capture how assessment items distinguish human students.

The quality of piano performance depends on nuanced timing, articulation, and dynamic control, but practice feedback is often summary-based and hard to act on. We introduce Profy, a weakly supervised system that learns from take-level labels derived from aggregated listener ratings (expert-labeled vs. amateur-labeled) to produce time-aligned highlights for review during piano practice. We collected synchronized 1 kHz key-motion and audio from 73 pianists and used 1,083 valid takes for modeling and evaluation. The model outputs clip-level predictions together with evidence scores on a shared resampled model time base for visualization. On 20 amateur clips from short technique studies annotated by 21 expert pianists, the displayed highlight score aligns with passages that expert pianists marked for review despite training without localized labels (Pearson r=0.61, ROC-AUC 0.75). Rather than summarizing a take with a single global score, Profy helps learners decide where to inspect next by supporting scrubbing, looping, and focused replay of time-localized passages associated with expert-amateur differences.

Automated L2 speech assessment can assign proficiency labels, but often lacks interpretability. We propose a rubric-guided SpeechLLM for multi-aspect, multi-granular assessment, trained with a hybrid objective combining supervised fine-tuning and Bounded Direct Preference Optimization. The model jointly predicts ordinal labels at the sentence-level (accuracy, fluency, prosody), word/phoneme-level accuracy, and generates a natural-language rationale in the same response. On SpeechOcean762, our approach matches or outperforms single-granularity models while remaining competitive with prior approaches. We analyze rationale reliability along two axes: self-consistency with model predictions and alignment with ground-truth labels, using sentiment consistency (plausibility) and mention-based agreement (faithfulness). Rationales are plausible at the sentence level, but faithfulness degrades at the word/phoneme level: references are sparse and weakly aligned with token-level labels.

Table processing-including cleaning, transformation, augmentation, and matching-is a foundational yet error-prone stage in real-world data pipelines. While recent LLM-based approaches show promise for automating such tasks, they often struggle in practice due to ambiguous instructions, complex task structures, and the lack of structured feedback, resulting in syntactically correct but semantically flawed code. To address these challenges, we propose ProfiliTable, an autonomous multi-agent framework centered on dynamic profiling, which constructs and iteratively refines a unified execution context through interactive exploration, knowledge-augmented synthesis, and feedback-driven refinement. ProfiliTable integrates (i) a Profiler that performs ReAct-style data exploration to build semantic understanding, (ii) a Generator that retrieves curated operators to synthesize task-aware code, and (iii) an Evaluator-Summarizer loop that injects execution scores and diagnostic insights to enable closed-loop refinement. Extensive experiments on a diverse benchmark covering 18 tabular task types demonstrate that ProfiliTable consistently outperforms strong baselines, particularly in complex multi-step scenarios. These results highlight the critical role of dynamic profiling in reliably translating ambiguous user intents into robust and governance-compliant table transformations.

Estimating how well a person performs an action, rather than which action is performed, is central to coaching, rehabilitation, and talent identification. This task is challenging because proficiency is encoded in subtle differences in timing, balance, body mechanics, and execution, often distributed across multiple views and short temporal events. We discuss three recent contributions to multi-view proficiency estimation on Ego-Exo4D. SkillFormer introduces a parameter-efficient discriminative architecture for selective multi-view fusion; PATS improves temporal sampling by preserving locally dense excerpts of fundamental movements; and ProfVLM reformulates proficiency estimation as conditional language generation, producing both a proficiency label and expert-style feedback through a gated cross-view projector and a compact language backbone. Together, these methods achieve state-of-the-art accuracy on Ego-Exo4D with up to 20x fewer trainable parameters and up to 3x fewer training epochs than video-transformer baselines, while moving from closed-set classification toward interpretable feedback generation. These results highlight a shift toward efficient, multi-view systems that combine selective fusion, proficiency-aware sampling, and actionable generative feedback.

Large language models (LLMs) often fail to meet the pedagogical needs of K-12 English learners in non-native contexts due to a proficiency mismatch. To address this widespread challenge, we introduce a proficiency-aligned framework that adapts LLM outputs to learner abilities, using China's national curriculum (CSE) as a representative case. Our framework enables precise control over lexical complexity through a four-tier grading system, supported by a comprehensive suite of new resources: graded vocabulary lists and a multi-turn dialogue corpus. Our core technical contribution is the \textbf{DDPO} algorithm,Diversity Driven Policy Optimization, a multi-turn GRPO-based approach designed to preserve dialogue diversity while holistically optimizing dialogue quality. This method significantly outperforms conventional approaches, achieving low out-of-vocabulary rates and high diversity while enhancing conversational naturalness and pedagogical value. While grounded in the CSE, our framework is designed for flexibility and can be readily adapted to other educational standards. Our models, data, and code will all be open-sourced, providing a scalable platform for personalized English speaking practice that effectively addresses the unique challenges faced by K-12 learners in non-immersive environments.

Earlier research has shown that metaphors influence human decision-making, raising the question of whether metaphors also influence large language models (LLMs)' reasoning pathways, given that their training data contain a large number of metaphors. In this work, we investigate the problem in the scope of the emergent misalignment problem, where LLMs can generalize patterns learned from misaligned content in one domain to another domain. We find strong evidence that metaphors in training data contribute to cross-domain misalignment in LLMs' reasoning outputs. With metaphor-based interventions during continued pre-training and fine-tuning for inducing misalignment, models exhibit significantly different degrees of emergent cross-domain misalignment. We also observe similar effects in re-alignment settings. As we further investigate this phenomenon, we find that metaphors are linked to the activation of latent features in large reasoning models. By monitoring these latent features, we design a detector that predicts misaligned content with high accuracy.

Knowledge Tracing (KT) aims to model student's knowledge state and predict future performance to enable personalized learning in Intelligent Tutoring Systems. However, traditional KT methods face fundamental limitations in explainability, as they rely solely on the response correctness, neglecting the rich information embedded in students' problem-solving processes. To address this gap, we propose Knowledge Tracing Leveraging Problem-Solving Process (KT-PSP), which incorporates students' problem-solving processes to capture the multidimensional aspects of mathematical proficiency. We also introduce KT-PSP-25, a new dataset specifically designed for KT-PSP. Building on this, we present StatusKT, a KT framework that employs a teacher-student-teacher three-stage LLM pipeline to extract students' Mathematical Proficiency (MP) as intermediate representation. In this pipeline, the teacher LLM first extracts problem-specific proficiency indicators, then a student LLM generates responses based on the student's solution process, and a teacher LLM evaluates these responses to determine mastery of each indicator. The experimental results on KT-PSP-25 demonstrate that StatusKT improves the prediction performance of existing KT methods. Moreover, StatusKT provides interpretable explanations for its predictions by explicitly modeling students' mathematical proficiency. Code is available \href{https://github.com/jungyangpark/KT-PSP-25}{here}.

A recent line of research on automated speaking assessment (ASA) has benefited from self-supervised learning (SSL) representations, which capture rich acoustic and linguistic patterns in non-native speech without underlying assumptions of feature curation. However, speech-based SSL models capture acoustic-related traits but overlook linguistic content, while text-based SSL models rely on ASR output and fail to encode prosodic nuances. Moreover, most prior arts treat proficiency levels as nominal classes, ignoring their ordinal structure and non-uniform intervals between proficiency labels. To address these limitations, we propose an effective ASA approach combining SSL with handcrafted indicator features via a novel modeling paradigm. We further introduce a multi-margin ordinal loss that jointly models both the score ordinality and non-uniform intervals of proficiency labels. Extensive experiments on the TEEMI corpus show that our method consistently outperforms strong baselines and generalizes well to unseen prompts.