TaskEval: Assessing Difficulty of Code Generation Tasks for Large Language Models
Bibliographic record
Abstract
Large Language Models (LLMs) excel in code-related tasks like code generation, but benchmark evaluations often overlook task characteristics such as difficulty. Moreover, benchmarks are usually built using tasks described with a single prompt, despite the formulation of prompts having a profound impact on the outcome. This article introduces a generalist approach, TaskEval, a framework using diverse prompts and Item Response Theory (IRT) to efficiently assess LLMs’ capabilities and benchmark task characteristics, improving the understanding of their performance. Using two code generation benchmarks, HumanEval + and ClassEval , as well as eight code generation LLMs, we show that TaskEval is capable of characterising the properties of tasks. Using topic analysis, we identify and analyse the tasks of 17 and 21 topics within the benchmarks. We also cross-analyse tasks’ characteristics with programming constructs (e.g. variable assignment, conditions) used by LLMs, emphasising some patterns with tasks’ difficulty. Finally, we conduct a comparison between the difficulty assessment of tasks by human annotators and LLMs. Orthogonal to current benchmarking evaluation efforts, TaskEval can assist researchers and practitioners in fostering better assessments of LLMs. The tasks’ characteristics can be used to identify shortcomings within existing benchmarks or improve the evaluation of LLMs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".