LLM-as-a-Judge employs large language models (LLMs), such as GPT-4, to evaluate the quality of LLM-generated responses, gaining popularity for its cost-effectiveness and strong alignment with human evaluations. However, training proxy judge models using evaluation data generated by powerful teacher models introduces a critical yet previously overlooked issue: teacher preference bias, where the proxy judge model learns a biased preference for responses from the teacher model. To tackle this problem, we propose a novel setting that incorporates an additional assistant model, which is not biased toward the teacher model’s responses, to complement the training data. Building on this setup, we introduce AGDe-Judge, a three-stage framework designed to debias from both the labels and feedbacks in the training data. Extensive experiments demonstrate that AGDe-Judge effectively reduces teacher preference bias while maintaining strong performance across six evaluation benchmarks. .

We study the out-of-distribution generalization of active learning that adaptively selects samples for annotation in learning the decision boundary of classification. Our empirical study finds that increasingly annotating seen samples may hardly benefit the generalization. To address the problem, we propose Counterfactual Active Learning (CounterAL) that empowers active learning with counterfactual thinking to bridge the seen samples with unseen cases. In addition to annotating factual samples, CounterAL requires annotators to answer counterfactual questions to construct counterfactual samples for training. To achieve CounterAL, we design a new acquisition strategy that selects the informative factual-counterfactual pairs for annotation; and a new training strategy that pushes the model update to focus on the discrepancy between factual and counterfactual samples. We evaluate CounterAL on multiple public datasets of sentiment analysis and natural language inference. The experiment results show that CounterAL requires fewer acquisition rounds and outperforms existing active learning methods by a large margin in OOD tests with comparable IID performance.