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Swarnadeep Saha

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6 papers

2 author rows

ICML Conference 2025 Conference Paper

Learning to Plan & Reason for Evaluation with Thinking-LLM-as-a-Judge

Swarnadeep Saha
Xian Li 0003
Marjan Ghazvininejad
Jason Weston
Tianlu Wang

LLM-as-a-Judge models generate chain-of-thought (CoT) sequences intended to capture the step-by-step reasoning process that underlies the final evaluation of a response. However, due to the lack of human-annotated CoTs for evaluation, the required components and structure of effective reasoning traces remain understudied. Consequently, previous approaches often (1) constrain reasoning traces to hand-designed components, such as a list of criteria, reference answers, or verification questions and (2) structure them such that planning is intertwined with the reasoning for evaluation. In this work, we propose EvalPlanner, a preference optimization algorithm for Thinking-LLM-as-a-Judge that first generates an unconstrained evaluation plan, followed by its execution, and then the final judgment. In a self-training loop, EvalPlanner iteratively optimizes over synthetically constructed evaluation plans and executions, leading to better final verdicts. Our method achieves a new state-of-the-art performance for generative reward models on RewardBench and PPE, despite being trained on fewer amount of, and synthetically generated, preference pairs. Additional experiments on other benchmarks like RM-Bench, JudgeBench, and FollowBenchEval further highlight the utility of both planning and reasoning for building robust LLM-as-a-Judge reasoning models.

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ICLR Conference 2025 Conference Paper

System 1. x: Learning to Balance Fast and Slow Planning with Language Models

Swarnadeep Saha
Archiki Prasad
Justin Chih-Yao Chen
Peter Hase
Elias Stengel-Eskin
Mohit Bansal

Language models can be used to solve long-horizon planning problems in two distinct modes. In a fast 'System-1' mode, models directly generate plans without any explicit search or backtracking, and in a slow 'System-2' mode, they plan step-by-step by explicitly searching over possible actions. System-2 planning, while typically more effective, is also computationally more expensive and often infeasible for long plans or large action spaces. Moreover, isolated System-1 or System-2 planning ignores the user's end goals and constraints (e.g., token budget), failing to provide ways for the user to control the model's behavior. To this end, we propose the System-1.x Planner, a framework for controllable planning with language models that is capable of generating hybrid plans and balancing between the two planning modes based on the difficulty of the problem at hand. System-1.x consists of (i) a controller, (ii) a System-1 Planner, and (iii) a System-2 Planner. Based on a user-specified hybridization factor x governing the degree to which the system uses System-1 vs. System-2, the controller decomposes a planning problem into subgoals, and classifies them as easy or hard to be solved by either System-1 or System-2, respectively. We fine-tune all three components on top of a single base LLM, requiring only search traces as supervision. Experiments with two diverse planning tasks -- Maze Navigation and Blocksworld -- show that our System-1.x Planner outperforms a System-1 Planner, a System-2 Planner trained to approximate A* search, and also a symbolic planner (A* search), given a state exploration budget. We also demonstrate the following key properties of our planner: (1) controllability: by adjusting the hybridization factor x (e.g., System-1.75 vs. System-1.5) we can perform more (or less) search, improving performance, (2) flexibility: by building a neuro-symbolic variant composed of a neural System-1 planner and a symbolic System-2 planner, we can take advantage of existing symbolic methods, and (3) generalizability: by learning from different search algorithms (BFS, DFS, A*), we show that our method is robust to the choice of search algorithm used for training.

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ICML Conference 2024 Conference Paper

MAGDi: Structured Distillation of Multi-Agent Interaction Graphs Improves Reasoning in Smaller Language Models

Justin Chih-Yao Chen
Swarnadeep Saha
Elias Stengel-Eskin
Mohit Bansal

Multi-agent interactions between Large Language Model (LLM) agents have shown major improvements on diverse reasoning tasks. However, these involve long generations from multiple models across several rounds, making them expensive. Moreover, these multi-agent approaches fail to provide a final, single model for efficient inference. To address this, we introduce MAGDi, a new method for structured distillation of the reasoning interactions between multiple LLMs into smaller LMs. MAGDi teaches smaller models by representing multi-agent interactions as graphs, augmenting a base student model with a graph encoder, and distilling knowledge using three objective functions: next-token prediction, a contrastive loss between correct and incorrect reasoning, and a graph-based objective to model the interaction structure. Experiments on seven widely used commonsense and math reasoning benchmarks show that MAGDi improves the reasoning capabilities of smaller models, outperforming several methods that distill from a single teacher and multiple teachers. Moreover, MAGDi also demonstrates an order of magnitude higher efficiency over its teachers. We conduct extensive analyses to show that MAGDi (1) enhances the generalizability to out-of-domain tasks, (2) scales positively with the size and strength of the base student model, and (3) obtains larger improvements (via our multi-teacher training) when applying self-consistency – an inference technique that relies on model diversity.

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NeurIPS Conference 2023 Conference Paper

Can Language Models Teach? Teacher Explanations Improve Student Performance via Personalization

Swarnadeep Saha
Peter Hase
Mohit Bansal

A hallmark property of explainable AI models is the ability to teach other agents, communicating knowledge of how to perform a task. While Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions, it is unclear whether they also make good teachers for weaker agents. To address this, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student’s performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher’s test time in- tervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, inspired by the Theory of Mind abilities of effective teachers, we propose building two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

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ICLR Conference 2023 Conference Paper

Summarization Programs: Interpretable Abstractive Summarization with Neural Modular Trees

Swarnadeep Saha
Shiyue Zhang 0001
Peter Hase
Mohit Bansal

Current abstractive summarization models either suffer from a lack of clear interpretability or provide incomplete rationales by only highlighting parts of the source document. To this end, we propose the Summarization Program (SP), an interpretable modular framework consisting of an (ordered) list of binary trees, each encoding the step-by-step generative process of an abstractive summary sentence from the source document. A Summarization Program contains one root node per summary sentence, and a distinct tree connects each summary sentence (root node) to the document sentences (leaf nodes) from which it is derived, with the connecting nodes containing intermediate generated sentences. Edges represent different modular operations involved in summarization such as sentence fusion, compression, and paraphrasing. We first propose an efficient best-first search method over neural modules, SP-Search that identifies SPs for human summaries by directly optimizing for ROUGE scores. Next, using these programs as automatic supervision, we propose seq2seq models that generate Summarization Programs, which are then executed to obtain final summaries. We demonstrate that SP-Search effectively represents the generative process behind human summaries using modules that are typically faithful to their intended behavior. We also conduct a simulation study to show that Summarization Programs improve the interpretability of summarization models by allowing humans to better simulate model reasoning. Summarization Programs constitute a promising step toward interpretable and modular abstractive summarization, a complex task previously addressed primarily through blackbox end-to-end neural systems.

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IJCAI Conference 2019 Conference Paper

Aligning Learning Outcomes to Learning Resources: A Lexico-Semantic Spatial Approach

Swarnadeep Saha
Malolan Chetlur
Tejas Indulal Dhamecha
W M Gayathri K Wijayarathna
Red Mendoza
Paul Gagnon
Nabil Zary
Shantanu Godbole

Aligning Learning Outcomes (LO) to relevant portions of Learning Resources (LR) is necessary to help students quickly navigate within the recommended learning material. In general, the problem can be viewed as finding the relevant sections of a document (LR) that is pertinent to a broad question (LO). In this paper, we introduce the novel problem of aligning LOs (LO is usually a sentence long text) to relevant pages of LRs (LRs are in the form of slide decks). We observe that the set of relevant pages can be composed of multiple chunks (a chunk is a contiguous set of pages) and the same page of an LR might be relevant to multiple LOs. To this end, we develop a novel Lexico-Semantic Spatial approach that captures the lexical, semantic, and spatial aspects of the task, and also alleviates the limited availability of training data. Our approach first identifies the relevancy of a page to an LO by using lexical and semantic features from each page independently. The spatial model at a later stage exploits the dependencies between the sequence of pages in the LR to further improve the alignment task. We empirically establish the importance of the lexical, semantic, and spatial models within the proposed approach. We show that, on average, a student can navigate to a relevant page from the first predicted page by about four clicks within a 38 page slide deck, as compared to two clicks by human experts.

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