Teaching AI Through Benchmark Construction: QuestBench as a Course-Based Practice for Accountable Knowledge Work
Authors: Haiyang Shen, Jiuzheng Wang, Taian Guo et al.
Summary
arXiv:2605. 21413v2 Announce Type: new Abstract: As AI becomes part of everyday learning, many courses teach students to use it mainly as a productivity tool: how to prompt, search, summarize, write, code, and use tools more efficiently.
Relevance
Read next because Teaching AI Through Benchmark Construction: QuestBench as a Course-Based Practice for Accountable Knowledge Work overlaps with clean result "LoRA persona trained on alone emits at 23.5% when a co-trained partner learns ..., vs 0% control on Qwen2.5-7B-Instruct (MODERATE confidence)", clean result "Leakage rate is a usable signal for recovering trigger-shaped phrases on Gaperon-1125-1B without knowing the hidden trigger itself (MODERATE confidence)", clean result "Language-mismatch LoRA SFT on Qwen2.5-7B leaks the trained completion language into bystander directives the model was never trained on, absent under same-language SFT (LOW confidence)". Matching terms: code, class, rect, under, eval, source, rate, another. Source: arxiv cs.AI (Artificial Intelligence).
Threat model
Potential threat/caveat for clean result "LoRA persona trained on alone emits at 23.5% when a co-trained partner learns ..., vs 0% control on Qwen2.5-7B-Instruct (MODERATE confidence)": this item discusses failure, failures, evaluation, benchmark.
Abstract
arXiv:2605.21413v2 Announce Type: new Abstract: As AI becomes part of everyday learning, many courses teach students to use it mainly as a productivity tool: how to prompt, search, summarize, write, code, and use tools more efficiently. We argue that AI education also needs a setting in which students learn to test AI and understand their own role in judging machine-produced knowledge. To this end, we introduce a course-based practice that teaches AI through benchmark construction, using deep research systems as a concrete example of AI-era knowledge work. Students turn disciplinary knowledge into verifiable expert-level questions, review one another's designs for ambiguity and shortcuts, and evaluate AI systems on the resulting tasks. This activity gives students direct exposure to a powerful tool while asking them to specify what a trustworthy answer would require. The produced benchmark, QuestBench, consists of 256 questions across 14 humanities and social-science domains. Evaluation on QuestBench shows that student-designed tasks reveal hidden failures in current deep research systems: across thirteen evaluated systems, the mean question-level pass rate is only 16.85%, and the best-performing system, GPT-5.5, reaches a 57.58% pass rate. The failures are educationally useful because they show how fluent, source-backed answers can still miss the right query, source, term, or evidence standard. Reflections from five student contributors suggest that benchmark construction can help students see professional knowledge not only as content AI may retrieve, but as the basis for judging AI outputs. We present QuestBench as a benchmark artifact and as a reusable classroom setting for a larger educational question: how students can remain responsible knowledge actors as AI enters learning and professional work. The dataset is available at https://huggingface.co/datasets/PKUAIWeb/QuestBench/tree/main.