Learning-to-Context Slope: Evaluating In-Context Learning Effectiveness Beyond Performance Illusions (2506.23146v1)

Abstract: In-context learning (ICL) has emerged as an effective approach to enhance the performance of LLMs. However, its effectiveness varies significantly across models and tasks, posing challenges for practitioners to determine when ICL reliably improves performance. Current evaluation approaches, reliant on performance change after applying ICL, suffer from low reliability, poor attribution, and impracticality in data-insufficient scenarios. We propose the Learning-to-Context Slope (LCS), a novel metric that quantifies ICL effectiveness by modeling the slope between learning gain (loss decrease from demonstrations) and contextual relevance (demonstration-input relevance). LCS addresses key limitations of performance-based metrics: (1) it captures continuous loss changes even when outputs are incorrect, improving reliability; (2) its formulation attributes ICL failures to weak contextual alignment (inability to adapt inputs to demonstrations) or strong output calibration (self-verification of correctness); and (3) it minimizes reliance on labeled data via synthetic evaluation. Extensive experiments demonstrate that LCS strongly correlates with performance improvements in labeled settings and reliably reflects true effectiveness in biased or data-scarce scenarios. Further analysis reveals actionable thresholds for LCS and identifies model capabilities critical to ICL success.