Rui Sheng
Publications
The Personalization Mirage: How LLMs Fabricate User Profiles, and Why Self-Monitoring Misleads
Personalized LLMs with persistent memory are increasingly deployed, yet the faithfulness of their user models remains unexamined. We study over-inference (OI): the phenomenon where LLMs fabricate user attributes beyond what evidence supports. We introduce MirageBench, comprising 150 personas balanced across stereotypical, counter-stereotypical, and neutral profiles, 6 personalization tasks spanning an ``imagination gradient'', a four-way faithfulness taxonomy operationalized by an independent judge (validated against a blind human annotator on 400 claims: Cohen's kappa = 0.863 four-class, kappa = 0.900 binary), and a leaderboard of 12 models across 7 families on 143616 judged claims. We find that over-inference is pervasive: every one of the 12 models over-infers 35%--49% of its claims (cross-model mean 41.6%; claim-weighted 41.8%), with no model in this evaluation escaping it. Most strikingly, we surface a Self-Monitoring Inversion: at the model-selection level, models' self-assessed OI is negatively rank-correlated with their judge-measured OI (rho = -0.60, p = 0.044; exploratory, wide bootstrap CI [-0.90, +0.06], n = 12). The models that report the least over-inference tend to be flagged as fabricating the most, so self-reported confidence is a misleading signal for comparing models, even though within a single model self-audit still ranks that model's own claims moderately well (AUROC 0.58--0.83). We further show that OI is task-dependent (27%--59%) and that, in a multi-turn pilot, inferred attributes accumulate approximately linearly with little revision. MirageBench positions external verification, rather than model self-report, as a more reliable foundation for trustworthy personalization.
TACT: Taxonomy-Aligned Post-Training for Pedagogically Adaptive English Tutoring
Large language models (LLMs) are increasingly used to provide conversational practice for English-as-a-second-language (ESL) learners. Effective ESL tutoring, however, requires more than fluent response generation: a tutor must select an appropriate pedagogical action based on learner behavior and dialogue context. Human-tutoring research offers principles for adaptive support, but they are often task-specific and remain insufficiently integrated into LLM-based ESL tutor training and evaluation. We present TACT (Taxonomy-Aligned Conversational Tutor), a human-grounded framework for post-training and evaluating pedagogically adaptive ESL tutors. Drawing on established literature, we develop two complementary taxonomies: the Tutor-Strategy Taxonomy with 13 tutor response strategies and the Student-Move Taxonomy characterizing learner behavior by move type and status. Using these taxonomies, we construct TACTCorpus, which enriches 260 authentic teacher-student conversations with 32,379 annotations and quality-controlled augmented training data. We then post-train Qwen3.5-4B through supervised fine-tuning followed by taxonomy-aligned Group Relative Policy Optimization, producing TACTutor and optimizing it for scaffolding quality rather than reference imitation alone. On TACTBench, a strategy-balanced diagnostic benchmark comprising 78 authentic tutoring contexts, TACTutor improves over its backbone by 20.30% and outperforms all evaluated proprietary baselines under the same protocol, while maintaining backbone performance on established external educational benchmarks; in a blinded study with 50 learners, it also receives the highest overall mean rating among the evaluated tutors. We release the data, benchmark, and model weights, providing an open foundation for developing pedagogically adaptive ESL tutors.
Fewer Clarifications, Better Code: Benchmarking Cross-Session Personalized Ambiguity Adaptation in Coding Assistants
AI-assisted coding increasingly translates informal user intent into executable software, yet coding requests often contain ambiguities that recur in user-specific ways across tasks and sessions. Existing disambiguation methods typically address each ambiguous request in isolation within the current coding session, often through eliciting additional clarification. However, whether resolved session history from the same user can serve as memory for resolving recurring personalized ambiguity in a newly opened session remains underexplored. We formulate personalized ambiguity adaptation as a new task: given a user's previously resolved coding sessions and a new ambiguous request, an assistant should identify the recurring ambiguity pattern, produce the intended executable solution, and minimize clarification. To benchmark this task, we introduce CAPA, which characterizes personalized coding ambiguity through six mechanisms and injects these mechanisms into unambiguous executable tasks using a controlled three-stage generation pipeline. CAPA contains 600 coding sessions across 60 balanced user--ambiguity cells, including 300 held-out evaluation sessions. We evaluate 12 recent LLMs under no-history and same-user-history conditions using executable success, first-turn success, and turns-to-completion. Our analyses examine task difficulty, user identity, and memory-based history use, and we further propose same-user history gating as a lightweight inference-time method. CAPA provides a foundation for developing long-term coding assistants that better align generated code with user intent while reducing repeated clarification.
Are LLMs Ready for Scientific Discovery? A Capability-Oriented Benchmark for AI Scientists
Existing benchmarks for scientific data analysis evaluate LLMs primarily on code execution or workflow completion, overlooking that scientific analysis serves to support distinct types of scientific claims: hypothesis exploration, statistical inference, mechanistic explanation, each with different assumptions and validity criteria. We introduce SDABench, a benchmark that reorganizes evaluation around six capabilities (descriptive, exploratory, inferential, predictive, causal, and mechanistic) across five domains (Biology, Chemistry, Environment, Geography, Physics). SDABench comprises 527 real-data instances (SDA-Real) and 6000 synthetic instances (SDA-Synth), each in both multiple-choice and open-ended formats, constructed through an automated pipeline. Evaluating 15 representative LLMs, we find that models handle descriptive analysis well but degrade sharply on tasks requiring assumption selection, latent-process modeling, or mechanistic reasoning. SDABench further provides a five-stage error analysis framework that locates where LLMs fail: more advanced models more reliably identify the relevant scope and variables, but still struggle to select appropriate analytical procedures, model variable relationships, and draw valid conclusions.
Are Agents Ready to Teach? A Multi-Stage Benchmark for Real-World Teaching Workflows
Language agents are increasingly deployed in complex professional workflows, with tutoring emerging as a particularly high-stakes capability that remains largely unmeasured in existing benchmarks. Effective tutor agents require more than producing correct answers or executing accurate tool calls: a robust tutor must diagnose learner state, adapt support over time, make pedagogically justified decisions grounded in educational evidence, and execute interventions within realistic learning-management systems. We introduce EduAgentBench, a source-grounded benchmark for holistically evaluating tutor agents across the full scope of teaching work. It contains 150 quality-controlled tasks across three capability surfaces: professional pedagogical judgment, situated multi-turn tutoring, and Canvas-style teaching workflow completion. Tasks are constructed through a pedagogical-insight-driven pipeline and evaluated with complementary verification signals and human review. Across a comprehensive evaluation of frontier models, our findings reveal that current models are generally capable of bounded pedagogical judgment, but still fall short of professional teaching standards in situated tutoring and autonomous teaching-workflow execution. To our knowledge, EduAgentBench is the first theory-grounded and realistic benchmark for evaluating the holistic teaching capability of tutor agents, providing a measurement foundation for developing future tutor agents that can support realistic teaching work.
Navigating the Mirage: A Dual-Path Agentic Framework for Robust Misleading Chart Question Answering
Despite the success of Vision-Language Models (VLMs), misleading charts remain a significant challenge due to their deceptive visual structures and distorted data representations. We present ChartCynics, an agentic dual-path framework designed to unmask visual deception via a "skeptical" reasoning paradigm. Unlike holistic models, ChartCynics decouples perception from verification: a Diagnostic Vision Path captures structural anomalies (e.g., inverted axes) through strategic ROI cropping, while an OCR-Driven Data Path ensures numerical grounding. To resolve cross-modal conflicts, we introduce an Agentic Summarizer optimized via a two-stage protocol: Oracle-Informed SFT for reasoning distillation and Deception-Aware GRPO for adversarial alignment. This pipeline effectively penalizes visual traps and enforces logical consistency. Evaluations on two benchmarks show that ChartCynics achieves 74.43% and 64.55% accuracy, providing an absolute performance boost of ~29% over the Qwen3-VL-8B backbone, outperforming state-of-the-art proprietary models. Our results demonstrate that specialized agentic workflows can grant smaller open-source models superior robustness, establishing a new foundation for trustworthy chart interpretation.