Daily Papers

We introduce Biomed-Enriched, a biomedical text dataset constructed from PubMed via a two-stage annotation process. In the first stage, a large language model annotates 400K paragraphs from PubMed scientific articles, assigning scores for their type (review, study, clinical case, other), domain (clinical, biomedical, other), and educational quality. The educational quality score (rated 1 to 5) estimates how useful a paragraph is for college-level learning. These annotations are then used to fine-tune a small language model, which propagates the labels across the full PMC-OA corpus. The resulting metadata allows us to extract refined subsets, including 2M clinical case paragraphs with over 450K high-quality ones from articles with commercial-use licenses, and to construct several variants via quality filtering and domain upsampling. Clinical text is typically difficult to access due to privacy constraints, as hospital records cannot be publicly shared. Hence, our dataset provides an alternative large-scale, openly available collection of clinical cases from PubMed, making it a valuable resource for biomedical and clinical NLP. Preliminary continual-pretraining experiments with OLMo2 suggest these curated subsets enable targeted improvements, with clinical upsampling boosting performance by ~5% on MMLU ProfMed and educational quality filtering improving MedQA and MedMCQA by ~1%. Combinations of these techniques led to faster convergence, reaching same performance with a third of training tokens, indicating potential for more efficient and effective biomedical pretraining strategies.

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

Educational crosswords offer numerous benefits for students, including increased engagement, improved understanding, critical thinking, and memory retention. Creating high-quality educational crosswords can be challenging, but recent advances in natural language processing and machine learning have made it possible to use language models to generate nice wordplays. The exploitation of cutting-edge language models like GPT3-DaVinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT-uncased has led to the development of a comprehensive system for generating and verifying crossword clues. A large dataset of clue-answer pairs was compiled to fine-tune the models in a supervised manner to generate original and challenging clues from a given keyword. On the other hand, for generating crossword clues from a given text, Zero/Few-shot learning techniques were used to extract clues from the input text, adding variety and creativity to the puzzles. We employed the fine-tuned model to generate data and labeled the acceptability of clue-answer parts with human supervision. To ensure quality, we developed a classifier by fine-tuning existing language models on the labeled dataset. Conversely, to assess the quality of clues generated from the given text using zero/few-shot learning, we employed a zero-shot learning approach to check the quality of generated clues. The results of the evaluation have been very promising, demonstrating the effectiveness of the approach in creating high-standard educational crosswords that offer students engaging and rewarding learning experiences.

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.

This paper examines the zero-shot ability of Large Language Models (LLMs) to detect multiple-choice questions with no correct answer, a crucial aspect of educational assessment quality. We explore this ability not only as a measure of subject matter knowledge but also as an indicator of critical thinking within LLMs. Our experiments, utilizing a range of LLMs on diverse questions, highlight the significant performance gap between questions with a single correct answer and those without. Llama-3.1-405B stands out by successfully identifying the lack of a valid answer in many instances. These findings suggest that LLMs should prioritize critical thinking over blind instruction following and caution against their use in educational settings where questions with incorrect answers might lead to inaccurate evaluations. This research sets a benchmark for assessing critical thinking in LLMs and emphasizes the need for ongoing model alignment to ensure genuine user comprehension and assistance.

Large language models (LLMs) have achieved impressive results in a wide range of natural language applications. However, they often struggle to recognize low-resource languages, in particular African languages, which are not well represented in large training corpora. In this paper, we consider how to adapt LLMs to low-resource African languages. We find that combining curated data from African languages with high-quality English educational texts results in a training mix that substantially improves the model's performance on these languages. On the challenging IrokoBench dataset, our models consistently achieve the best performance amongst similarly sized baselines, particularly on knowledge-intensive multiple-choice questions (AfriMMLU). Additionally, on the cross-lingual question answering benchmark AfriQA, our models outperform the base model by over 10%. To better understand the role of English data during training, we translate a subset of 200M tokens into Swahili language and perform an analysis which reveals that the content of these data is primarily responsible for the strong performance. We release our models and data to encourage future research on African languages.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

Recent breakthroughs in large language models (LLMs) exemplified by the impressive mathematical and scientific reasoning capabilities of the o1 model have spotlighted the critical importance of high-quality training data in advancing LLM performance across STEM disciplines. While the mathematics community has benefited from a growing body of curated datasets, the scientific domain at the higher education level has long suffered from a scarcity of comparable resources. To address this gap, we present SCP-116K, a new large-scale dataset of 116,756 high-quality problem-solution pairs, automatically extracted from heterogeneous sources using a streamlined and highly generalizable pipeline. Our approach involves stringent filtering to ensure the scientific rigor and educational level of the extracted materials, while maintaining adaptability for future expansions or domain transfers. By openly releasing both the dataset and the extraction pipeline, we seek to foster research on scientific reasoning, enable comprehensive performance evaluations of new LLMs, and lower the barrier to replicating the successes of advanced models like o1 in the broader science community. We believe SCP-116K will serve as a critical resource, catalyzing progress in high-level scientific reasoning tasks and promoting further innovations in LLM development. The dataset and code are publicly available at https://github.com/AQA6666/SCP-116K-open.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

The university management is perpetually in the process of innovating policies to improve the quality of service. Intellectual growth of the students, the popularity of university are some of the major areas that management strives to improve upon. Relevant historical data is needed in support of taking any decision. Furthermore, providing data to various university ranking frameworks is a frequent activity in recent years. The format of such requirement changes frequently which requires efficient manual effort. Maintaining a data warehouse can be a solution to this problem. However, both in-house and outsourced implementation of a dedicated data warehouse may not be a cost-effective and smart solution. This work proposes an educational data warehouse as a service (eDWaaS) model to store historical data for multiple universities. The proposed multi-tenant schema facilitates the universities to maintain their data warehouse in a cost-effective solution. It also addresses the scalability issues in implementing such data warehouse as a service model.

Generating educational questions of fairytales or storybooks is vital for improving children's literacy ability. However, it is challenging to generate questions that capture the interesting aspects of a fairytale story with educational meaningfulness. In this paper, we propose a novel question generation method that first learns the question type distribution of an input story paragraph, and then summarizes salient events which can be used to generate high-cognitive-demand questions. To train the event-centric summarizer, we finetune a pre-trained transformer-based sequence-to-sequence model using silver samples composed by educational question-answer pairs. On a newly proposed educational question answering dataset FairytaleQA, we show good performance of our method on both automatic and human evaluation metrics. Our work indicates the necessity of decomposing question type distribution learning and event-centric summary generation for educational question generation.

Selecting high-quality pre-training data is important for creating capable language models, but existing methods rely on simple heuristics. We introduce QuRating, a method for selecting pre-training data that captures the abstract qualities of texts which humans intuitively perceive. In this paper, we investigate four qualities - writing style, required expertise, facts & trivia, and educational value. We find that LLMs are able to discern these qualities and observe that they are better at making pairwise judgments of texts than at rating the quality of a text directly. We train a QuRater model to learn scalar ratings from pairwise judgments, and use it to annotate a 260B training corpus with quality ratings for each of the four criteria. In our experiments, we select 30B tokens according to the different quality ratings and train 1.3B-parameter language models on the selected data. We find that it is important to balance quality and diversity, as selecting only the highest-rated documents leads to poor results. When we sample using quality ratings as logits over documents, our models achieve lower perplexity and stronger in-context learning performance than baselines. Beyond data selection, we use the quality ratings to construct a training curriculum which improves performance without changing the training dataset. We extensively analyze the quality ratings and discuss their characteristics, biases, and wider implications.

Question Answering (QA) datasets are crucial in assessing reading comprehension skills for both machines and humans. While numerous datasets have been developed in English for this purpose, a noticeable void exists in less-resourced languages. To alleviate this gap, our paper introduces machine-translated versions of FairytaleQA, a renowned QA dataset designed to assess and enhance narrative comprehension skills in young children. By employing fine-tuned, modest-scale models, we establish benchmarks for both Question Generation (QG) and QA tasks within the translated datasets. In addition, we present a case study proposing a model for generating question-answer pairs, with an evaluation incorporating quality metrics such as question well-formedness, answerability, relevance, and children suitability. Our evaluation prioritizes quantifying and describing error cases, along with providing directions for future work. This paper contributes to the advancement of QA and QG research in less-resourced languages, promoting accessibility and inclusivity in the development of these models for reading comprehension. The code and data is publicly available at github.com/bernardoleite/fairytaleqa-translated.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

This paper presents the first Arabic crossword puzzle generator driven by advanced AI technology. Leveraging cutting-edge large language models including GPT4, GPT3-Davinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT, the system generates distinctive and challenging clues. Based on a dataset comprising over 50,000 clue-answer pairs, the generator employs fine-tuning, few/zero-shot learning strategies, and rigorous quality-checking protocols to enforce the generation of high-quality clue-answer pairs. Importantly, educational crosswords contribute to enhancing memory, expanding vocabulary, and promoting problem-solving skills, thereby augmenting the learning experience through a fun and engaging approach, reshaping the landscape of traditional learning methods. The overall system can be exploited as a powerful educational tool that amalgamates AI and innovative learning techniques, heralding a transformative era for Arabic crossword puzzles and the intersection of technology and education.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

Quizzes play a crucial role in education by reinforcing students' understanding of key concepts and encouraging self-directed exploration. However, compiling high-quality quizzes can be challenging and require deep expertise and insight into specific subject matter. Although LLMs have greatly enhanced the efficiency of quiz generation, concerns remain regarding the quality of these AI-generated quizzes and their educational impact on students. To address these issues, we introduce ConQuer, a concept-based quiz generation framework that leverages external knowledge sources. We employ comprehensive evaluation dimensions to assess the quality of the generated quizzes, using LLMs as judges. Our experiment results demonstrate a 4.8% improvement in evaluation scores and a 77.52% win rate in pairwise comparisons against baseline quiz sets. Ablation studies further underscore the effectiveness of each component in our framework. Code available at https://github.com/sofyc/ConQuer.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

For fair academic recruitment at universities and research institutions, determination of the right measure based on globally accepted academic quality features is a highly delicate, challenging, but quite important problem to be addressed. In a series of two papers, we consider the modeling part for academic quality quantification in the first paper, in this paper, and the case studies part in the second paper. For academic quality quantification modeling, we develop two computational frameworks which can be used to construct a decision-support tool: (i) an optimization-based framework and (ii) a Siamese network (a type of artificial neural network)-based framework. The output of both models is a single index called Academic Quality Index (AQI) which is a measure of the overall academic quality. The data of academics from first-class and average-class world universities, based on Times Higher Education World University Rankings and QS World University Rankings, are assumed as the reference data for tuning model parameters.

Blended learning is generally defined as the combination of traditional face-to-face learning and online learning. This learning mode has been widely used in advanced education across the globe due to the COVID-19 pandemic's social distance restriction as well as the development of technology. Online learning plays an important role in blended learning, and as it requires more student autonomy, the quality of blended learning in advanced education has been a persistent concern. Existing literature offers several elements and frameworks regarding evaluating the quality of blended learning. However, most of them either have different favours for evaluation perspectives or simply offer general guidance for evaluation, reducing the completeness, objectivity and practicalness of related works. In order to carry out a more intuitive and comprehensive evaluation framework, this paper proposes a hierarchy-based analysis approach. Applying gradient boosting model and feature importance evaluation method, this approach mainly analyses student engagement and its three identified dimensions (behavioral engagement, emotional engagement, cognitive engagement) to eliminate some existing stubborn problems when it comes to blended learning evaluation. The results show that cognitive engagement and emotional engagement play a more important role in blended learning evaluation, implying that these two should be considered to improve for better learning as well as teaching quality.

This study evaluates the performance of OpenAI's o1-preview model in higher-order cognitive domains, including critical thinking, systematic thinking, computational thinking, data literacy, creative thinking, logical reasoning, and scientific reasoning. Using established benchmarks, we compared the o1-preview models's performance to human participants from diverse educational levels. o1-preview achieved a mean score of 24.33 on the Ennis-Weir Critical Thinking Essay Test (EWCTET), surpassing undergraduate (13.8) and postgraduate (18.39) participants (z = 1.60 and 0.90, respectively). In systematic thinking, it scored 46.1, SD = 4.12 on the Lake Urmia Vignette, significantly outperforming the human mean (20.08, SD = 8.13, z = 3.20). For data literacy, o1-preview scored 8.60, SD = 0.70 on Merk et al.'s "Use Data" dimension, compared to the human post-test mean of 4.17, SD = 2.02 (z = 2.19). On creative thinking tasks, the model achieved originality scores of 2.98, SD = 0.73, higher than the human mean of 1.74 (z = 0.71). In logical reasoning (LogiQA), it outperformed humans with average 90%, SD = 10% accuracy versus 86%, SD = 6.5% (z = 0.62). For scientific reasoning, it achieved near-perfect performance (mean = 0.99, SD = 0.12) on the TOSLS,, exceeding the highest human scores of 0.85, SD = 0.13 (z = 1.78). While o1-preview excelled in structured tasks, it showed limitations in problem-solving and adaptive reasoning. These results demonstrate the potential of AI to complement education in structured assessments but highlight the need for ethical oversight and refinement for broader applications.

Quality management and assurance is key for space agencies to guarantee the success of space missions, which are high-risk and extremely costly. In this paper, we present a system to generate quizzes, a common resource to evaluate the effectiveness of training sessions, from documents about quality assurance procedures in the Space domain. Our system leverages state of the art auto-regressive models like T5 and BART to generate questions, and a RoBERTa model to extract answers for such questions, thus verifying their suitability.

Student's grade retention is a key issue faced by many education systems, especially those in developing countries. In this paper, we seek to gauge the relevance of students' personality traits in predicting grade retention in Brazil. For that, we used data collected in 2012 and 2017, in the city of Sertaozinho, countryside of the state of Sao Paulo, Brazil. The surveys taken in Sertaozinho included several socioeconomic questions, standardized tests, and a personality test. Moreover, students were in grades 4, 5, and 6 in 2012. Our approach was based on training machine learning models on the surveys' data to predict grade retention between 2012 and 2017 using information from 2012 or before, and then using some strategies to quantify personality traits' predictive power. We concluded that, besides proving to be fairly better than a random classifier when isolated, personality traits contribute to prediction even when using socioeconomic variables and standardized tests results.

Visually impaired people are a large group who can only use braille for reading and writing. However, the lack of special educational resources is the bottleneck for educating them. Educational equity is a reflection of the level of social civilization, cultural equality, and individual dignity. Facilitating and improving lifelong learning channels for the visually impaired is of great significance. Their written braille homework or exam papers cannot be understood by sighted teachers, because of the lack of a highly accurate braille translation system, especially in Chinese which has tone marks. braille writers often omit tone marks to save space, leading to confusion when braille with the same consonants and vowels is translated into Chinese. Previous algorithms were insufficient in extracting contextual information, resulting in low accuracy of braille translations into Chinese. This project informatively fine-tuned the mT5 model with an Encoder-decoder architecture for braille to Chinese character conversion. This research created a training set of braille and corresponding Chinese text from the Leipzig Corpora. This project significantly reduced the confusion in braille, achieving 62.4 and 62.3 BLEU scores in the validation and test sets, with a curriculum learning fine-tuning method. By incorporating the braille recognition algorithm, this project is the first publicly available braille translation system and can benefit lots of visually impaired students and families who are preparing for the Chinese College Test and help to propel their college dreams in the future. There is a demo on our homepage\url{https://vision-braille.com/}.

To enable building and testing models on long-document comprehension, we introduce QuALITY, a multiple-choice QA dataset with context passages in English that have an average length of about 5,000 tokens, much longer than typical current models can process. Unlike in prior work with passages, our questions are written and validated by contributors who have read the entire passage, rather than relying on summaries or excerpts. In addition, only half of the questions are answerable by annotators working under tight time constraints, indicating that skimming and simple search are not enough to consistently perform well. Our baseline models perform poorly on this task (55.4%) and significantly lag behind human performance (93.5%).

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

Developing an educational test can be expensive and time-consuming, as each item must be written by experts and then evaluated by collecting hundreds of student responses. Moreover, many tests require multiple distinct sets of questions administered throughout the school year to closely monitor students' progress, known as parallel tests. In this study, we focus on tests of silent sentence reading efficiency, used to assess students' reading ability over time. To generate high-quality parallel tests, we propose to fine-tune large language models (LLMs) to simulate how previous students would have responded to unseen items. With these simulated responses, we can estimate each item's difficulty and ambiguity. We first use GPT-4 to generate new test items following a list of expert-developed rules and then apply a fine-tuned LLM to filter the items based on criteria from psychological measurements. We also propose an optimal-transport-inspired technique for generating parallel tests and show the generated tests closely correspond to the original test's difficulty and reliability based on crowdworker responses. Our evaluation of a generated test with 234 students from grades 2 to 8 produces test scores highly correlated (r=0.93) to those of a standard test form written by human experts and evaluated across thousands of K-12 students.

In recent years, advancements in Natural Language Processing (NLP) techniques have revolutionized the field of accessibility and exclusivity of testing, particularly for visually impaired students (VIS). CBT has shown in years back its relevance in terms of administering exams electronically, making the test process easier, providing quicker and more accurate results, and offering greater flexibility and accessibility for candidates. Yet, its relevance was not felt by the visually impaired students as they cannot access printed documents. Hence, in this paper, we present an NLP-driven Computer-Based Test guide for visually impaired students. It employs a speech technology pre-trained methods to provide real-time assistance and support to visually impaired students. The system utilizes NLP technologies to convert the text-based questions and the associated options in a machine-readable format. Subsequently, the speech technology pre-trained model processes the converted text enabling the VIS to comprehend and analyze the content. Furthermore, we validated that this pre-trained model is not perverse by testing for accuracy using sample audio datasets labels (A, B, C, D, E, F, G) to compare with the voice recordings obtained from 20 VIS which is been predicted by the system to attain values for precision, recall, and F1-scores. These metrics are used to assess the performance of the pre-trained model and have indicated that it is proficient enough to give its better performance to the evaluated system. The methodology adopted for this system is Object Oriented Analysis and Design Methodology (OOADM) where Objects are discussed and built by modeling real-world instances.

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

This paper presents the Korean National Educational Test Benchmark (KoNET), a new benchmark designed to evaluate Multimodal Generative AI Systems using Korean national educational tests. KoNET comprises four exams: the Korean Elementary General Educational Development Test (KoEGED), Middle (KoMGED), High (KoHGED), and College Scholastic Ability Test (KoCSAT). These exams are renowned for their rigorous standards and diverse questions, facilitating a comprehensive analysis of AI performance across different educational levels. By focusing on Korean, KoNET provides insights into model performance in less-explored languages. We assess a range of models - open-source, open-access, and closed APIs - by examining difficulties, subject diversity, and human error rates. The code and dataset builder will be made fully open-sourced at https://github.com/naver-ai/KoNET.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

In many text-generation problems, users may prefer not only a single response, but a diverse range of high-quality outputs from which to choose. Quality-diversity (QD) search algorithms aim at such outcomes, by continually improving and diversifying a population of candidates. However, the applicability of QD to qualitative domains, like creative writing, has been limited by the difficulty of algorithmically specifying measures of quality and diversity. Interestingly, recent developments in language models (LMs) have enabled guiding search through AI feedback, wherein LMs are prompted in natural language to evaluate qualitative aspects of text. Leveraging this development, we introduce Quality-Diversity through AI Feedback (QDAIF), wherein an evolutionary algorithm applies LMs to both generate variation and evaluate the quality and diversity of candidate text. When assessed on creative writing domains, QDAIF covers more of a specified search space with high-quality samples than do non-QD controls. Further, human evaluation of QDAIF-generated creative texts validates reasonable agreement between AI and human evaluation. Our results thus highlight the potential of AI feedback to guide open-ended search for creative and original solutions, providing a recipe that seemingly generalizes to many domains and modalities. In this way, QDAIF is a step towards AI systems that can independently search, diversify, evaluate, and improve, which are among the core skills underlying human society's capacity for innovation.

Large language models have made significant advancements in natural language processing (NLP), exhibiting human performance across various classic NLP tasks. These tasks, however, focus on structure and semantics, and few are designed to assess reasoning abilities and real-world knowledge, which are increasingly vital given that these models are trained on extensive textual data and information. While prior research primarily focuses on English, in this work, we gather a collection of exam problems from primary school to university entrance tests in Indonesia, and evaluate whether large language models can pass the exams. We obtain 14,906 questions across 63 tasks and levels, with 46\% of the questions focusing on assessing proficiency in the Indonesian language and knowledge of nine local languages and cultures in Indonesia. Our empirical evaluations show that GPT-3.5 only manages to pass the Indonesian primary school level, with limited knowledge of the Indonesian local languages and cultures. Other smaller models such as BLOOMZ and Falcon fail the exams.

Providing computer science (CS) offerings in the K-12 education system is often limited by the lack of experienced teachers, especially in small or rural underserved school districts. By helping teachers in underserved areas develop CS curriculum and helping them become certified to teach CS courses, more young people in underserved areas are aware of IT-career opportunities, and prepared for CS education at the university level, which ultimately helps tackle the IT workforce deficit in the United States. This paper discusses a successful implementation of a Google CS4HS grant to a rural underserved area, as well as lessons learned through the implementation of the program. Key elements in the implementation included a face-to-face hands-on workshop, followed by a seven week graduate-level online summer course for the teachers to learn and develop curriculum that covers the CS concepts they will be teaching. The teachers were supported with an online community of practice for the year as they implemented the curriculum.

We present an empirical evaluation of various outputs generated by nine of the most widely-available large language models (LLMs). Our analysis is done with off-the-shelf, readily-available tools. We find a correlation between percentage of memorized text, percentage of unique text, and overall output quality, when measured with respect to output pathologies such as counterfactual and logically-flawed statements, and general failures like not staying on topic. Overall, 80.0% of the outputs evaluated contained memorized data, but outputs containing the most memorized content were also more likely to be considered of high quality. We discuss and evaluate mitigation strategies, showing that, in the models evaluated, the rate of memorized text being output is reduced. We conclude with a discussion on potential implications around what it means to learn, to memorize, and to evaluate quality text.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.

Learning disorders are neurological conditions that affect the brain's ability to interconnect communication areas. Dyslexic students experience problems with reading, memorizing, and exposing concepts; however the magnitude of these can be mitigated through both therapies and the creation of compensatory mechanisms. Several efforts have been made to mitigate these issues, leading to the creation of digital resources for students with specific learning disorders attending primary and secondary education levels. Conversely, a standard approach is still missed in higher education. The VRAIlexia project has been created to tackle this issue by proposing two different tools: a mobile application integrating virtual reality (VR) to collect data quickly and easily, and an artificial intelligencebased software (AI) to analyze the collected data for customizing the supporting methodology for each student. The first one has been created and is being distributed among dyslexic students in Higher Education Institutions, for the conduction of specific psychological and psychometric tests. The second tool applies specific artificial intelligence algorithms to the data gathered via the application and other surveys. These AI techniques have allowed us to identify the most relevant difficulties faced by the students' cohort. Our different models have obtained around 90\% mean accuracy for predicting the support tools and learning strategies.

Recent advancements in language models have showcased human-comparable performance in academic entrance exams. However, existing studies often overlook questions that require the integration of visual comprehension, thus compromising the full spectrum and complexity inherent in real-world scenarios. To address this gap, we present a comprehensive framework to evaluate language models on entrance exams, which incorporates both textual and visual elements. We evaluate the two most recent editions of Exame Nacional do Ensino M\'edio (ENEM), the main standardized entrance examination adopted by Brazilian universities. Our study not only reaffirms the capabilities of GPT-4 as the state of the art for handling complex multidisciplinary questions, but also pioneers in offering a realistic assessment of multimodal language models on Portuguese examinations. One of the highlights is that text captions transcribing visual content outperform the direct use of images, suggesting that the vision model has room for improvement. Yet, despite improvements afforded by images or captions, mathematical questions remain a challenge for these state-of-the-art models. The code and data used on experiments are available at https://github.com/piresramon/gpt-4-enem.

Artificial Intelligence (AI), with ChatGPT as a prominent example, has recently taken center stage in various domains including higher education, particularly in Computer Science and Engineering (CSE). The AI revolution brings both convenience and controversy, offering substantial benefits while lacking formal guidance on their application. The primary objective of this work is to comprehensively analyze the pedagogical potential of ChatGPT in CSE education, understanding its strengths and limitations from the perspectives of educators and learners. We employ a systematic approach, creating a diverse range of educational practice problems within CSE field, focusing on various subjects such as data science, programming, AI, machine learning, networks, and more. According to our examinations, certain question types, like conceptual knowledge queries, typically do not pose significant challenges to ChatGPT, and thus, are excluded from our analysis. Alternatively, we focus our efforts on developing more in-depth and personalized questions and project-based tasks. These questions are presented to ChatGPT, followed by interactions to assess its effectiveness in delivering complete and meaningful responses. To this end, we propose a comprehensive five-factor reliability analysis framework to evaluate the responses. This assessment aims to identify when ChatGPT excels and when it faces challenges. Our study concludes with a correlation analysis, delving into the relationships among subjects, task types, and limiting factors. This analysis offers valuable insights to enhance ChatGPT's utility in CSE education, providing guidance to educators and students regarding its reliability and efficacy.

AI has achieved remarkable mastery over games such as Chess, Go, and Poker, and even Jeopardy, but the rich variety of standardized exams has remained a landmark challenge. Even in 2016, the best AI system achieved merely 59.3% on an 8th Grade science exam challenge. This paper reports unprecedented success on the Grade 8 New York Regents Science Exam, where for the first time a system scores more than 90% on the exam's non-diagram, multiple choice (NDMC) questions. In addition, our Aristo system, building upon the success of recent language models, exceeded 83% on the corresponding Grade 12 Science Exam NDMC questions. The results, on unseen test questions, are robust across different test years and different variations of this kind of test. They demonstrate that modern NLP methods can result in mastery on this task. While not a full solution to general question-answering (the questions are multiple choice, and the domain is restricted to 8th Grade science), it represents a significant milestone for the field.

Recent research on large language models (LLMs) has primarily focused on their adaptation and application in specialized domains. The application of LLMs in the medical field is mainly concentrated on tasks such as the automation of medical report generation, summarization, diagnostic reasoning, and question-and-answer interactions between doctors and patients. The challenge of becoming a good teacher is more formidable than that of becoming a good student, and this study pioneers the application of LLMs in the field of medical education. In this work, we investigate the extent to which LLMs can generate medical qualification exam questions and corresponding answers based on few-shot prompts. Utilizing a real-world Chinese dataset of elderly chronic diseases, we tasked the LLMs with generating open-ended questions and answers based on a subset of sampled admission reports across eight widely used LLMs, including ERNIE 4, ChatGLM 4, Doubao, Hunyuan, Spark 4, Qwen, Llama 3, and Mistral. Furthermore, we engaged medical experts to manually evaluate these open-ended questions and answers across multiple dimensions. The study found that LLMs, after using few-shot prompts, can effectively mimic real-world medical qualification exam questions, whereas there is room for improvement in the correctness, evidence-based statements, and professionalism of the generated answers. Moreover, LLMs also demonstrate a decent level of ability to correct and rectify reference answers. Given the immense potential of artificial intelligence in the medical field, the task of generating questions and answers for medical qualification exams aimed at medical students, interns and residents can be a significant focus of future research.

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.

The advances of Generative AI models with interactive capabilities over the past few years offer unique opportunities for socioeconomic mobility. Their potential for scalability, accessibility, affordability, personalizing and convenience sets a first-class opportunity for poverty-stricken countries to adapt and modernize their educational order. As a result, this position paper makes the case for an educational policy framework that would succeed in this transformation by prioritizing vocational and technical training over academic education in sub-Saharan African countries. We highlight substantial applications of Large Language Models, tailor-made to their respective cultural background(s) and needs, that would reinforce their systemic decolonization. Lastly, we provide specific historical examples of diverse states successfully implementing such policies in the elementary steps of their socioeconomic transformation, in order to corroborate our proposal to sub-Saharan African countries to follow their lead.