arXiv subjects

Andrew Lan

Publications and source records attributed to Andrew Lan.

At least 73 records · Page 4Linked to original sources

arXiv2023

Automated Scoring for Reading Comprehension via In-context BERT Tuning

Automated scoring of open-ended student responses has the potential to significantly reduce human grader effort. Recent advances in automated scoring often leverage textual representations based on pre-trained language models such as BERT and GPT as input to scoring models. Most existing approaches train a separate model for each item/question, which is suitable for scenarios such as essay scoring where items can be quite different from one another. However, these approaches have two limitations: 1) they fail to leverage item linkage for scenarios such as reading comprehension where multiple items may share a reading passage; 2) they are not scalable since storing one model per item becomes difficult when models have a large number of parameters. In this paper, we report our (grand prize-winning) solution to the National Assessment of Education Progress (NAEP) automated scoring challenge for reading comprehension. Our approach, in-context BERT fine-tuning, produces a single shared scoring model for all items with a carefully-designed input structure to provide contextual information on each item. We demonstrate the effectiveness of our approach via local evaluations using the training dataset provided by the challenge. We also discuss the biases, common error types, and limitations of our approach.

cs.LG↗

arXiv2023

Improving Reading Comprehension Question Generation with Data Augmentation and Overgenerate-and-rank

Reading comprehension is a crucial skill in many aspects of education, including language learning, cognitive development, and fostering early literacy skills in children. Automated answer-aware reading comprehension question generation has significant potential to scale up learner support in educational activities. One key technical challenge in this setting is that there can be multiple questions, sometimes very different from each other, with the same answer; a trained question generation method may not necessarily know which question human educators would prefer. To address this challenge, we propose 1) a data augmentation method that enriches the training dataset with diverse questions given the same context and answer and 2) an overgenerate-and-rank method to select the best question from a pool of candidates. We evaluate our method on the FairytaleQA dataset, showing a 5% absolute improvement in ROUGE-L over the best existing method. We also demonstrate the effectiveness of our method in generating harder, "implicit" questions, where the answers are not contained in the context as text spans.

cs.CL↗

arXiv2023

Interpretable Math Word Problem Solution Generation Via Step-by-step Planning

Solutions to math word problems (MWPs) with step-by-step explanations are valuable, especially in education, to help students better comprehend problem-solving strategies. Most existing approaches only focus on obtaining the final correct answer. A few recent approaches leverage intermediate solution steps to improve final answer correctness but often cannot generate coherent steps with a clear solution strategy. Contrary to existing work, we focus on improving the correctness and coherence of the intermediate solutions steps. We propose a step-by-step planning approach for intermediate solution generation, which strategically plans the generation of the next solution step based on the MWP and the previous solution steps. Our approach first plans the next step by predicting the necessary math operation needed to proceed, given history steps, then generates the next step, token-by-token, by prompting a language model with the predicted math operation. Experiments on the GSM8K dataset demonstrate that our approach improves the accuracy and interpretability of the solution on both automatic metrics and human evaluation.

cs.CL↗

arXiv2023

Modeling and Analyzing Scorer Preferences in Short-Answer Math Questions

Automated scoring of student responses to open-ended questions, including short-answer questions, has great potential to scale to a large number of responses. Recent approaches for automated scoring rely on supervised learning, i.e., training classifiers or fine-tuning language models on a small number of responses with human-provided score labels. However, since scoring is a subjective process, these human scores are noisy and can be highly variable, depending on the scorer. In this paper, we investigate a collection of models that account for the individual preferences and tendencies of each human scorer in the automated scoring task. We apply these models to a short-answer math response dataset where each response is scored (often differently) by multiple different human scorers. We conduct quantitative experiments to show that our scorer models lead to improved automated scoring accuracy. We also conduct quantitative experiments and case studies to analyze the individual preferences and tendencies of scorers. We found that scorers can be grouped into several obvious clusters, with each cluster having distinct features, and analyzed them in detail.

cs.CL↗

arXiv2023

SmartPhone: Exploring Keyword Mnemonic with Auto-generated Verbal and Visual Cues

In second language vocabulary learning, existing works have primarily focused on either the learning interface or scheduling personalized retrieval practices to maximize memory retention. However, the learning content, i.e., the information presented on flashcards, has mostly remained constant. Keyword mnemonic is a notable learning strategy that relates new vocabulary to existing knowledge by building an acoustic and imagery link using a keyword that sounds alike. Beyond that, producing verbal and visual cues associated with the keyword to facilitate building these links requires a manual process and is not scalable. In this paper, we explore an opportunity to use large language models to automatically generate verbal and visual cues for keyword mnemonics. Our approach, an end-to-end pipeline for auto-generating verbal and visual cues, can automatically generate highly memorable cues. We investigate the effectiveness of our approach via a human participant experiment by comparing it with manually generated cues.

cs.CL↗

arXiv2023

Algebra Error Classification with Large Language Models

Automated feedback as students answer open-ended math questions has significant potential in improving learning outcomes at large scale. A key part of automated feedback systems is an error classification component, which identifies student errors and enables appropriate, predefined feedback to be deployed. Most existing approaches to error classification use a rule-based method, which has limited capacity to generalize. Existing data-driven methods avoid these limitations but specifically require mathematical expressions in student responses to be parsed into syntax trees. This requirement is itself a limitation, since student responses are not always syntactically valid and cannot be converted into trees. In this work, we introduce a flexible method for error classification using pre-trained large language models. We demonstrate that our method can outperform existing methods in algebra error classification, and is able to classify a larger set of student responses. Additionally, we analyze common classification errors made by our method and discuss limitations of automated error classification.

cs.CL↗

arXiv2023

GPT-based Open-Ended Knowledge Tracing

In education applications, knowledge tracing refers to the problem of estimating students' time-varying concept/skill mastery level from their past responses to questions and predicting their future performance. One key limitation of most existing knowledge tracing methods is that they treat student responses to questions as binary-valued, i.e., whether they are correct or incorrect. Response correctness analysis/prediction ignores important information on student knowledge contained in the exact content of the responses, especially for open-ended questions. In this paper, we conduct the first exploration into open-ended knowledge tracing (OKT) by studying the new task of predicting students' exact open-ended responses to questions. Our work is grounded in the domain of computer science education with programming questions. We develop an initial solution to the OKT problem, a student knowledge-guided code generation approach, that combines program synthesis methods using language models with student knowledge tracing methods. We also conduct a series of quantitative and qualitative experiments on a real-world student code dataset to validate OKT and demonstrate its promise in educational applications.

cs.CY↗

arXiv2023

Tree-Based Representation and Generation of Natural and Mathematical Language

Mathematical language in scientific communications and educational scenarios is important yet relatively understudied compared to natural languages. Recent works on mathematical language focus either on representing stand-alone mathematical expressions, especially in their natural tree format, or mathematical reasoning in pre-trained natural language models. Existing works on jointly modeling and generating natural and mathematical languages simply treat mathematical expressions as text, without accounting for the rigid structural properties of mathematical expressions. In this paper, we propose a series of modifications to existing language models to jointly represent and generate text and math: representing mathematical expressions as sequences of node tokens in their operator tree format, using math symbol and tree position embeddings to preserve the semantic and structural properties of mathematical expressions, and using a constrained decoding method to generate mathematically valid expressions. We ground our modifications in GPT-2, resulting in a model MathGPT, and demonstrate that it outperforms baselines on mathematical expression generation tasks.

cs.CL↗

arXiv2022

Mitigating Biases in Student Performance Prediction via Attention-Based Personalized Federated Learning

Traditional learning-based approaches to student modeling generalize poorly to underrepresented student groups due to biases in data availability. In this paper, we propose a methodology for predicting student performance from their online learning activities that optimizes inference accuracy over different demographic groups such as race and gender. Building upon recent foundations in federated learning, in our approach, personalized models for individual student subgroups are derived from a global model aggregated across all student models via meta-gradient updates that account for subgroup heterogeneity. To learn better representations of student activity, we augment our approach with a self-supervised behavioral pretraining methodology that leverages multiple modalities of student behavior (e.g., visits to lecture videos and participation on forums), and include a neural network attention mechanism in the model aggregation stage. Through experiments on three real-world datasets from online courses, we demonstrate that our approach obtains substantial improvements over existing student modeling baselines in predicting student learning outcomes for all subgroups. Visual analysis of the resulting student embeddings confirm that our personalization methodology indeed identifies different activity patterns within different subgroups, consistent with its stronger inference ability compared with the baselines.

cs.LG↗

arXiv2022

Automatic Short Math Answer Grading via In-context Meta-learning

Automatic short answer grading is an important research direction in the exploration of how to use artificial intelligence (AI)-based tools to improve education. Current state-of-the-art approaches use neural language models to create vectorized representations of students responses, followed by classifiers to predict the score. However, these approaches have several key limitations, including i) they use pre-trained language models that are not well-adapted to educational subject domains and/or student-generated text and ii) they almost always train one model per question, ignoring the linkage across a question and result in a significant model storage problem due to the size of advanced language models. In this paper, we study the problem of automatic short answer grading for students' responses to math questions and propose a novel framework for this task. First, we use MathBERT, a variant of the popular language model BERT adapted to mathematical content, as our base model and fine-tune it for the downstream task of student response grading. Second, we use an in-context learning approach that provides scoring examples as input to the language model to provide additional context information and promote generalization to previously unseen questions. We evaluate our framework on a real-world dataset of student responses to open-ended math questions and show that our framework (often significantly) outperforms existing approaches, especially for new questions that are not seen during training.

cs.CL↗

arXiv2022

Process-BERT: A Framework for Representation Learning on Educational Process Data

Educational process data, i.e., logs of detailed student activities in computerized or online learning platforms, has the potential to offer deep insights into how students learn. One can use process data for many downstream tasks such as learning outcome prediction and automatically delivering personalized intervention. However, analyzing process data is challenging since the specific format of process data varies a lot depending on different learning/testing scenarios. In this paper, we propose a framework for learning representations of educational process data that is applicable across many different learning scenarios. Our framework consists of a pre-training step that uses BERT-type objectives to learn representations from sequential process data and a fine-tuning step that further adjusts these representations on downstream prediction tasks. We apply our framework to the 2019 nation's report card data mining competition dataset that consists of student problem-solving process data and detail the specific models we use in this scenario. We conduct both quantitative and qualitative experiments to show that our framework results in process data representations that are both predictive and informative.

cs.LG↗

arXiv2021

DiPS: Differentiable Policy for Sketching in Recommender Systems

In sequential recommender system applications, it is important to develop models that can capture users' evolving interest over time to successfully recommend future items that they are likely to interact with. For users with long histories, typical models based on recurrent neural networks tend to forget important items in the distant past. Recent works have shown that storing a small sketch of past items can improve sequential recommendation tasks. However, these works all rely on static sketching policies, i.e., heuristics to select items to keep in the sketch, which are not necessarily optimal and cannot improve over time with more training data. In this paper, we propose a differentiable policy for sketching (DiPS), a framework that learns a data-driven sketching policy in an end-to-end manner together with the recommender system model to explicitly maximize recommendation quality in the future. We also propose an approximate estimator of the gradient for optimizing the sketching algorithm parameters that is computationally efficient. We verify the effectiveness of DiPS on real-world datasets under various practical settings and show that it requires up to $50\%$ fewer sketch items to reach the same predictive quality than existing sketching policies.

cs.IR↗

arXiv2021

BOBCAT: Bilevel Optimization-Based Computerized Adaptive Testing

Computerized adaptive testing (CAT) refers to a form of tests that are personalized to every student/test taker. CAT methods adaptively select the next most informative question/item for each student given their responses to previous questions, effectively reducing test length. Existing CAT methods use item response theory (IRT) models to relate student ability to their responses to questions and static question selection algorithms designed to reduce the ability estimation error as quickly as possible; therefore, these algorithms cannot improve by learning from large-scale student response data. In this paper, we propose BOBCAT, a Bilevel Optimization-Based framework for CAT to directly learn a data-driven question selection algorithm from training data. BOBCAT is agnostic to the underlying student response model and is computationally efficient during the adaptive testing process. Through extensive experiments on five real-world student response datasets, we show that BOBCAT outperforms existing CAT methods (sometimes significantly) at reducing test length.

cs.LG↗

arXiv2021

Math Operation Embeddings for Open-ended Solution Analysis and Feedback

Feedback on student answers and even during intermediate steps in their solutions to open-ended questions is an important element in math education. Such feedback can help students correct their errors and ultimately lead to improved learning outcomes. Most existing approaches for automated student solution analysis and feedback require manually constructing cognitive models and anticipating student errors for each question. This process requires significant human effort and does not scale to most questions used in homework and practices that do not come with this information. In this paper, we analyze students' step-by-step solution processes to equation solving questions in an attempt to scale up error diagnostics and feedback mechanisms developed for a small number of questions to a much larger number of questions. Leveraging a recent math expression encoding method, we represent each math operation applied in solution steps as a transition in the math embedding vector space. We use a dataset that contains student solution steps in the Cognitive Tutor system to learn implicit and explicit representations of math operations. We explore whether these representations can i) identify math operations a student intends to perform in each solution step, regardless of whether they did it correctly or not, and ii) select the appropriate feedback type for incorrect steps. Experimental results show that our learned math operation representations generalize well across different data distributions.

cs.LG↗

arXiv2021

Contrastive Learning Improves Model Robustness Under Label Noise

Deep neural network-based classifiers trained with the categorical cross-entropy (CCE) loss are sensitive to label noise in the training data. One common type of method that can mitigate the impact of label noise can be viewed as supervised robust methods; one can simply replace the CCE loss with a loss that is robust to label noise, or re-weight training samples and down-weight those with higher loss values. Recently, another type of method using semi-supervised learning (SSL) has been proposed, which augments these supervised robust methods to exploit (possibly) noisy samples more effectively. Although supervised robust methods perform well across different data types, they have been shown to be inferior to the SSL methods on image classification tasks under label noise. Therefore, it remains to be seen that whether these supervised robust methods can also perform well if they can utilize the unlabeled samples more effectively. In this paper, we show that by initializing supervised robust methods using representations learned through contrastive learning leads to significantly improved performance under label noise. Surprisingly, even the simplest method (training a classifier with the CCE loss) can outperform the state-of-the-art SSL method by more than 50\% under high label noise when initialized with contrastive learning. Our implementation will be publicly available at {\url{https://github.com/arghosh/noisy_label_pretrain}}.

cs.CV↗

arXiv2021

Option Tracing: Beyond Correctness Analysis in Knowledge Tracing

Knowledge tracing refers to a family of methods that estimate each student's knowledge component/skill mastery level from their past responses to questions. One key limitation of most existing knowledge tracing methods is that they can only estimate an \emph{overall} knowledge level of a student per knowledge component/skill since they analyze only the (usually binary-valued) correctness of student responses. Therefore, it is hard to use them to diagnose specific student errors. In this paper, we extend existing knowledge tracing methods beyond correctness prediction to the task of predicting the exact option students select in multiple choice questions. We quantitatively evaluate the performance of our option tracing methods on two large-scale student response datasets. We also qualitatively evaluate their ability in identifying common student errors in the form of clusters of incorrect options across different questions that correspond to the same error.

cs.LG↗

arXiv2021

Do We Really Need Gold Samples for Sample Weighting Under Label Noise?

Learning with labels noise has gained significant traction recently due to the sensitivity of deep neural networks under label noise under common loss functions. Losses that are theoretically robust to label noise, however, often makes training difficult. Consequently, several recently proposed methods, such as Meta-Weight-Net (MW-Net), use a small number of unbiased, clean samples to learn a weighting function that downweights samples that are likely to have corrupted labels under the meta-learning framework. However, obtaining such a set of clean samples is not always feasible in practice. In this paper, we analytically show that one can easily train MW-Net without access to clean samples simply by using a loss function that is robust to label noise, such as mean absolute error, as the meta objective to train the weighting network. We experimentally show that our method beats all existing methods that do not use clean samples and performs on-par with methods that use gold samples on benchmark datasets across various noise types and noise rates.

cs.LG↗

arXiv2021

Personalized Education in the AI Era: What to Expect Next?

The objective of personalized learning is to design an effective knowledge acquisition track that matches the learner's strengths and bypasses her weaknesses to ultimately meet her desired goal. This concept emerged several years ago and is being adopted by a rapidly-growing number of educational institutions around the globe. In recent years, the boost of artificial intelligence (AI) and machine learning (ML), together with the advances in big data analysis, has unfolded novel perspectives to enhance personalized education in numerous dimensions. By taking advantage of AI/ML methods, the educational platform precisely acquires the student's characteristics. This is done, in part, by observing the past experiences as well as analyzing the available big data through exploring the learners' features and similarities. It can, for example, recommend the most appropriate content among numerous accessible ones, advise a well-designed long-term curriculum, connect appropriate learners by suggestion, accurate performance evaluation, and the like. Still, several aspects of AI-based personalized education remain unexplored. These include, among others, compensating for the adverse effects of the absence of peers, creating and maintaining motivations for learning, increasing diversity, removing the biases induced by the data and algorithms, and the like. In this paper, while providing a brief review of state-of-the-art research, we investigate the challenges of AI/ML-based personalized education and discuss potential solutions.

cs.CY↗