arXiv:2609.24650v1 Announce Type: new
Abstract: Readability assessment is essential for tailoring texts to intended audiences across educational, healthcare, and information retrieval domains. Howeve...
By Rapha\"el Thieffry, Matej Martinc
arXiv:2605. 15416v2 Announce Type: replace-cross Abstract: Jung et al.
By Gaojie Jin, Yong Tao, Lijia Yu, Tianjin Huang
Large language models are increasingly used to assist with statistical and data science tasks, but current evaluations assume the analysis goal is already defined. This paper formalizes the upstream step of Statistical Problem Formulation into two subtasks—classification of the statistical problem and identification of relevant variables—and introduces StatFormBench, a benchmark comprising 1,013 samples from five statistics textbooks and a data science case library. Across 14 open- and closed‑source LLMs, the best zero‑shot models achieve only 72.0% fine‑grained classification accuracy and 63.2% variable set overlap, with no model consistently excelling in both subtasks and limited gains from enhanced prompting strategies.
By Chen Wang, Junzhe Zhao, Xin Cong, Wanlu Deng, Ke Deng
arXiv:2607. 03882v1 Announce Type: cross Abstract: LLMs are increasingly deployed as post-hoc explainers of AI-generated outputs, yet it remains unclear whether they can reliably communicate probabilistic information in natural language.
By Diego Cerda-Mardini, Sarath Chandar, Sreenath Madathil
The paper "Limits of LLM Text Detectors in Education" argues that existing LLM‑generated text detectors assume a binary human/LLM distinction, which fails to capture realistic student‑AI collaboration. It introduces a contribution‑aware evaluation framework with eight student contribution levels and presents GEDE, a benchmark of over 900 human‑written and 12,500 generated essays across 886 tasks. Using GEDE, the authors evaluate four detection methods and find that most detectors perform poorly on intermediate contribution levels, especially LLM‑assisted revisions, raising concerns about false accusations.
By Lukas Gehring, Benjamin Paa{\ss}en
Task-Level Natural Language Priors as Learning Signals for Low-Resource LLM Training proposes Prior-Guided Tuning (PGT), a training approach that treats natural-language priors as auxiliary learning signals rather than just input context. The method introduces Contrastive Prior Steering (CPS), which adds positive and negative prior-conditioned auxiliary losses while preserving the original supervised objective. Experiments on AmbiMath, Jigsaw, and MNLI/HANS demonstrate that CPS consistently outperforms plain and prompt fine-tuning, achieving high accuracy and significant gains with limited training data.
By Jian Gao, Xiao Zhang, Xun Zhu, Miao Li, Ji Wu