{"id":1039287,"date":"2024-05-22T15:38:43","date_gmt":"2024-05-22T22:38:43","guid":{"rendered":"https:\/\/www.microsoft.com\/en-us\/research\/?post_type=msr-research-item&p=1039287"},"modified":"2024-05-22T15:38:43","modified_gmt":"2024-05-22T22:38:43","slug":"distillm-towards-streamlined-distillation-for-large-language-models","status":"publish","type":"msr-research-item","link":"https:\/\/www.microsoft.com\/en-us\/research\/publication\/distillm-towards-streamlined-distillation-for-large-language-models\/","title":{"rendered":"DistiLLM: Towards Streamlined Distillation for Large Language Models"},"content":{"rendered":"

Knowledge distillation (KD) is widely used for compressing a teacher model to a smaller student model, reducing its inference cost and memory footprint while preserving model capabilities. However, current KD methods for auto-regressive sequence models (e.g., large language models) suffer from missing a standardized objective function. Moreover, the recent use of student-generated outputs to address training-inference mismatches has significantly escalated computational costs. To tackle these issues, we introduce DistiLLM, a more effective and efficient KD framework for auto-regressive language models. DistiLLM comprises two components: (1) a novel skew Kullback-Leibler divergence loss, where we unveil and leverage its theoretical properties, and (2) an adaptive off-policy approach designed to enhance the efficiency in utilizing student-generated outputs. Extensive experiments, including instruction-following tasks, demonstrate the effectiveness of DistiLLM in building high-performing student models while achieving up to 4.3$\\times$ speedup compared to recent KD methods.<\/p>\n","protected":false},"excerpt":{"rendered":"

Knowledge distillation (KD) is widely used for compressing a teacher model to a smaller student model, reducing its inference cost and memory footprint while preserving model capabilities. However, current KD methods for auto-regressive sequence models (e.g., large language models) suffer from missing a standardized objective function. Moreover, the recent use of student-generated outputs to address 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