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Juneyoung Park

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3 published item(s)

preprint2026arXiv

Rethinking the Rank Threshold for LoRA Fine-Tuning

A recent landscape analysis of LoRA fine-tuning in the neural tangent kernel regime establishes a sufficient condition $r(r+1)/2 > KN$ on the LoRA rank $r$ for the absence of spurious local minima under squared-error loss, prescribing $r \geq 12$ on canonical few-shot RoBERTa setups. The condition is stated for general output dimension $K$, so its sharpness in any particular regime, and its practical implication for the cross-entropy loss actually used in fine-tuning, are open. We give three results that together reduce the prescribed rank to $r = 1$ for binary classification in this regime. First, replacing the symmetric Sard-form count with the non-symmetric LoRA manifold dimension yields a strictly weaker capacity requirement, $r(m+n) - r^2 > C^* \cdot KN$ with $C^* \approx 1.35$ under Gaussian-iid features, satisfied at $r = 1$ on canonical setups. Second, in the cross-entropy setting the Polyak--Łojasiewicz inequality removes the rank threshold entirely. Third, a Rademacher-complexity bound predicts rank-one variance optimality precisely when the bias term is saturated, which is the case for binary classification but not for $K > 2$. Empirically, across four GLUE-style binary tasks, three encoder architectures, and at scale on RoBERTa-large, rank one is competitive with the existing prescription $r = 12$; on multi-class MNLI the optimal rank shifts above one, also as predicted. The binary-regime guarantees are conditional on standard NTK assumptions; the multi-class extension is left to future work.

preprint2022arXiv

Automated Evaluation for Student Argumentative Writing: A Survey

This paper surveys and organizes research works in an under-studied area, which we call automated evaluation for student argumentative writing. Unlike traditional automated writing evaluation that focuses on holistic essay scoring, this field is more specific: it focuses on evaluating argumentative essays and offers specific feedback, including argumentation structures, argument strength trait score, etc. The focused and detailed evaluation is useful for helping students acquire important argumentation skill. In this paper we organize existing works around tasks, data and methods. We further experiment with BERT on representative datasets, aiming to provide up-to-date baselines for this field.

preprint2022arXiv

No Task Left Behind: Multi-Task Learning of Knowledge Tracing and Option Tracing for Better Student Assessment

Student assessment is one of the most fundamental tasks in the field of AI Education (AIEd). One of the most common approach to student assessment is Knowledge Tracing (KT), which evaluates a student's knowledge state by predicting whether the student will answer a given question correctly or not. However, in the context of multiple choice (polytomous) questions, conventional KT approaches are limited in that they only consider the binary (dichotomous) correctness label (i.e., correct or incorrect), and disregard the specific option chosen by the student. Meanwhile, Option Tracing (OT) attempts to model a student by predicting which option they will choose for a given question, but overlooks the correctness information. In this paper, we propose Dichotomous-Polytomous Multi-Task Learning (DP-MTL), a multi-task learning framework that combines KT and OT for more precise student assessment. In particular, we show that the KT objective acts as a regularization term for OT in the DP-MTL framework, and propose an appropriate architecture for applying our method on top of existing deep learning-based KT models. We experimentally confirm that DP-MTL significantly improves both KT and OT performances, and also benefits downstream tasks such as Score Prediction (SP).