ZPD-SCA: Unveiling the Blind Spots of LLMs in Assessing Students' Cognitive Abilities

Large language models (LLMs) have demonstrated potential in educational applications, yet their capacity to accurately assess the cognitive alignment of reading materials with students' developmental stages remains insufficiently explored. This gap is particularly critical given the foundational educational principle of the Zone of Proximal Development (ZPD), which emphasizes the need to match learning resources with Students' Cognitive Abilities (SCA). Despite the importance of this alignment, there is a notable absence of comprehensive studies investigating LLMs' ability to evaluate reading comprehension difficulty across different student age groups, especially in the context of Chinese language education. To fill this gap, we introduce ZPD-SCA, a novel benchmark specifically designed to assess stage-level Chinese reading comprehension difficulty. The benchmark is annotated by 60 Special Grade teachers, a group that represents the top 0.15% of all in-service teachers nationwide. Experimental results reveal that LLMs perform poorly in zero-shot learning scenarios, with Qwen-max and GLM even falling below the probability of random guessing. When provided with in-context examples, LLMs performance improves substantially, with some models achieving nearly double the accuracy of their zero-shot baselines. These results reveal that LLMs possess emerging abilities to assess reading difficulty, while also exposing limitations in their current training for educationally aligned judgment. Notably, even the best-performing models display systematic directional biases, suggesting difficulties in accurately aligning material difficulty with SCA. Furthermore, significant variations in model performance across different genres underscore the complexity of task. We envision that ZPD-SCA can provide a foundation for evaluating and improving LLMs in cognitively aligned educational applications.

Evaluation Hallucination in Multi-Round Incomplete Information Lateral-Driven Reasoning Tasks

Multi-round incomplete information tasks are crucial for evaluating the lateral thinking capabilities of large language models (LLMs). Currently, research primarily relies on multiple benchmarks and automated evaluation metrics to assess these abilities. However, our study reveals novel insights into the limitations of existing methods, as they often yield misleading results that fail to uncover key issues, such as shortcut-taking behaviors, rigid patterns, and premature task termination. These issues obscure the true reasoning capabilities of LLMs and undermine the reliability of evaluations. To address these limitations, we propose a refined set of evaluation standards, including inspection of reasoning paths, diversified assessment metrics, and comparative analyses with human performance.

"I Can See Forever!": Evaluating Real-time VideoLLMs for Assisting Individuals with Visual Impairments

The visually impaired population, especially the severely visually impaired, is currently large in scale, and daily activities pose significant challenges for them. Although many studies use large language and vision-language models to assist the blind, most focus on static content and fail to meet real-time perception needs in dynamic and complex environments, such as daily activities. To provide them with more effective intelligent assistance, it is imperative to incorporate advanced visual understanding technologies. Although real-time vision and speech interaction VideoLLMs demonstrate strong real-time visual understanding, no prior work has systematically evaluated their effectiveness in assisting visually impaired individuals. In this work, we conduct the first such evaluation. First, we construct a benchmark dataset (VisAssistDaily), covering three categories of assistive tasks for visually impaired individuals: Basic Skills, Home Life Tasks, and Social Life Tasks. The results show that GPT-4o achieves the highest task success rate. Next, we conduct a user study to evaluate the models in both closed-world and open-world scenarios, further exploring the practical challenges of applying VideoLLMs in assistive contexts. One key issue we identify is the difficulty current models face in perceiving potential hazards in dynamic environments. To address this, we build an environment-awareness dataset named SafeVid and introduce a polling mechanism that enables the model to proactively detect environmental risks. We hope this work provides valuable insights and inspiration for future research in this field.

Humanizing LLMs: A Survey of Psychological Measurements with Tools, Datasets, and Human-Agent Applications

As large language models (LLMs) are increasingly used in human-centered tasks, assessing their psychological traits is crucial for understanding their social impact and ensuring trustworthy AI alignment. While existing reviews have covered some aspects of related research, several important areas have not been systematically discussed, including detailed discussions of diverse psychological tests, LLM-specific psychological datasets, and the applications of LLMs with psychological traits. To address this gap, we systematically review six key dimensions of applying psychological theories to LLMs: (1) assessment tools; (2) LLM-specific datasets; (3) evaluation metrics (consistency and stability); (4) empirical findings; (5) personality simulation methods; and (6) LLM-based behavior simulation. Our analysis highlights both the strengths and limitations of current methods. While some LLMs exhibit reproducible personality patterns under specific prompting schemes, significant variability remains across tasks and settings. Recognizing methodological challenges such as mismatches between psychological tools and LLMs' capabilities, as well as inconsistencies in evaluation practices, this study aims to propose future directions for developing more interpretable, robust, and generalizable psychological assessment frameworks for LLMs.