Implementation of a Metacognition Framework for Self-Awareness and Self-Regulation in Ensembles of LLMs

Large Language Models (LLMs) are notorious for struggling with assessing their own uncertainty, detecting knowledge conflicts, or recognizing when problems exceed their expertise; such limitations inevitably undermine reliability and trust in LLMs. In this paper, we present the first implementation of a metacognitive framework for ensembles of LLMs that addresses these challenges through explicit monitoring and control mechanisms. Our system computes a Metacognitive State Vector (MSV) quantifying self-awareness for monitoring across five dimensions derived from cognitive psychology: Emotional Response, Correctness Evaluation, Experiential Match, Conflicting Information, and Problem Importance. MSV values also provide self-regulation for control, automatically switching between System 1 (fast, single- or multi-node) and System 2 (deliberative, multi-node) processing based on query complexity. For System 2 execution, graph-theoretic algorithms control the assignment of specialized roles (Domain Expert, Critic, Evaluator, Synthesizer, and Generalist) to ensemble nodes according to their MSV-quantified metacognitive states. Our implementation allows users to explore how different query types trigger distinct processing modes. The Proof-of-Concept (PoC) demo showcases the framework with illustrative examples showing appropriate System 1/System 2 routing and helps visualize the metacognitive process via real-time radar charts and decision indicators. This PoC implementation demonstrates the feasibility of creating a framework for metacognitive self-awareness and self-regulation in LLM systems.

SteLLA: A Structured Grading System Using LLMs with RAG

Large Language Models (LLMs) have shown strong general capabilities in many applications. However, how to make them reliable tools for some specific tasks such as automated short answer grading (ASAG) remains a challenge. We present SteLLA (Structured Grading System Using LLMs with RAG) in which a) Retrieval Augmented Generation (RAG) approach is used to empower LLMs specifically on the ASAG task by extracting structured information from the highly relevant and reliable external knowledge based on the instructor-provided reference answer and rubric, b) an LLM performs a structured and question-answering-based evaluation of student answers to provide analytical grades and feedback. A real-world dataset that contains students' answers in an exam was collected from a college-level Biology course. Experiments show that our proposed system can achieve substantial agreement with the human grader while providing break-down grades and feedback on all the knowledge points examined in the problem. A qualitative and error analysis of the feedback generated by GPT4 shows that GPT4 is good at capturing facts while may be prone to inferring too much implication from the given text in the grading task which provides insights into the usage of LLMs in the ASAG system.