100-LongBench: Are de facto Long-Context Benchmarks Literally Evaluating Long-Context Ability?
Long-context capability is considered one of the most important abilities of LLMs, as a truly long context-capable LLM shall enable its users to effortlessly process many originally exhausting tasks -e.g., digesting a long-form document to find answers v.s., directly asking an LLM about it.However, existing realtask-based long-context evaluation benchmarks have a few major shortcomings.For instance, some Needle-in-a-Haystack-like benchmarks are too synthetic, and therefore do not represent the real world usage of LLMs.While some real-task-based benchmarks like Long-Bench avoid this problem, such benchmarks are often formed in a way where each data sample has a fixed sequence length, which not only makes them solely suitable for models with a certain range of context windows, but also lacks a proxy to know at what length the model/method-of-interest would fail.Last, most benchmarks tend to not provide proper metrics to separate long-context performance from the model's baseline ability, so when conducting a cross-model/recipe comparison, such conflation makes the user unable to understand how exactly one model or recipe excels at the long-context task in relation to its baseline ability.To address these issues, we introduce a length-controllable, real-life reflective benchmark with a novel metric that disentangles baseline knowledge from long-context capabilities.Experiments demonstrate the superiority of our datasets in effectively evaluating LLMs.
Authors
- Song Jiang (ORCID: https://orcid.org/0000-0003-2151-0977)
- Vipin Chaudhary (ORCID: https://orcid.org/0000-0001-9672-6225)
- Xiaotian Han (ORCID: https://orcid.org/0000-0003-1175-7925)
- Shaochen Zhong
- Qifan Wang (ORCID: https://orcid.org/0000-0002-5304-7975)
- Victor X. D. Yang (ORCID: https://orcid.org/0000-0002-1166-8271)
- Hongye Jin
Publication Details
- Published
- 2025-01-01
- DOI
- https://doi.org/10.18653/v1/2025.findings-acl.903
- Primary Topic
- Educational Assessment and Pedagogy
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- National Science Foundation
- Case Western Reserve University