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Chris Piech

Publications and source records attributed to Chris Piech.

At least 37 records · Page 2Linked to original sources

Faster Maximum Inner Product Search in High Dimensions

Maximum Inner Product Search (MIPS) is a ubiquitous task in machine learning applications such as recommendation systems. Given a query vector and $n$ atom vectors in $d$-dimensional space, the goal of MIPS is to find the atom that has the highest inner product with the query vector. Existing MIPS algorithms scale at least as $O(\sqrt{d})$, which becomes computationally prohibitive in high-dimensional settings. In this work, we present BanditMIPS, a novel randomized MIPS algorithm whose complexity is independent of $d$. BanditMIPS estimates the inner product for each atom by subsampling coordinates and adaptively evaluates more coordinates for more promising atoms. The specific adaptive sampling strategy is motivated by multi-armed bandits. We provide theoretical guarantees that BanditMIPS returns the correct answer with high probability, while improving the complexity in $d$ from $O(\sqrt{d})$ to $O(1)$. We also perform experiments on four synthetic and real-world datasets and demonstrate that BanditMIPS outperforms prior state-of-the-art algorithms. For example, in the Movie Lens dataset ($n$=4,000, $d$=6,000), BanditMIPS is 20$\times$ faster than the next best algorithm while returning the same answer. BanditMIPS requires no preprocessing of the data and includes a hyperparameter that practitioners may use to trade off accuracy and runtime. We also propose a variant of our algorithm, named BanditMIPS-$α$, which achieves further speedups by employing non-uniform sampling across coordinates. Finally, we demonstrate how known preprocessing techniques can be used to further accelerate BanditMIPS, and discuss applications to Matching Pursuit and Fourier analysis.

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The BEA 2023 Shared Task on Generating AI Teacher Responses in Educational Dialogues

This paper describes the results of the first shared task on the generation of teacher responses in educational dialogues. The goal of the task was to benchmark the ability of generative language models to act as AI teachers, replying to a student in a teacher-student dialogue. Eight teams participated in the competition hosted on CodaLab. They experimented with a wide variety of state-of-the-art models, including Alpaca, Bloom, DialoGPT, DistilGPT-2, Flan-T5, GPT-2, GPT-3, GPT- 4, LLaMA, OPT-2.7B, and T5-base. Their submissions were automatically scored using BERTScore and DialogRPT metrics, and the top three among them were further manually evaluated in terms of pedagogical ability based on Tack and Piech (2022). The NAISTeacher system, which ranked first in both automated and human evaluation, generated responses with GPT-3.5 using an ensemble of prompts and a DialogRPT-based ranking of responses for given dialogue contexts. Despite the promising achievements of the participating teams, the results also highlight the need for evaluation metrics better suited to educational contexts.

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Bayesian Decision Trees via Tractable Priors and Probabilistic Context-Free Grammars

Decision Trees are some of the most popular machine learning models today due to their out-of-the-box performance and interpretability. Often, Decision Trees models are constructed greedily in a top-down fashion via heuristic search criteria, such as Gini impurity or entropy. However, trees constructed in this manner are sensitive to minor fluctuations in training data and are prone to overfitting. In contrast, Bayesian approaches to tree construction formulate the selection process as a posterior inference problem; such approaches are more stable and provide greater theoretical guarantees. However, generating Bayesian Decision Trees usually requires sampling from complex, multimodal posterior distributions. Current Markov Chain Monte Carlo-based approaches for sampling Bayesian Decision Trees are prone to mode collapse and long mixing times, which makes them impractical. In this paper, we propose a new criterion for training Bayesian Decision Trees. Our criterion gives rise to BCART-PCFG, which can efficiently sample decision trees from a posterior distribution across trees given the data and find the maximum a posteriori (MAP) tree. Learning the posterior and training the sampler can be done in time that is polynomial in the dataset size. Once the posterior has been learned, trees can be sampled efficiently (linearly in the number of nodes). At the core of our method is a reduction of sampling the posterior to sampling a derivation from a probabilistic context-free grammar. We find that trees sampled via BCART-PCFG perform comparable to or better than greedily-constructed Decision Trees in classification accuracy on several datasets. Additionally, the trees sampled via BCART-PCFG are significantly smaller -- sometimes by as much as 20x.

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MABSplit: Faster Forest Training Using Multi-Armed Bandits

Random forests are some of the most widely used machine learning models today, especially in domains that necessitate interpretability. We present an algorithm that accelerates the training of random forests and other popular tree-based learning methods. At the core of our algorithm is a novel node-splitting subroutine, dubbed MABSplit, used to efficiently find split points when constructing decision trees. Our algorithm borrows techniques from the multi-armed bandit literature to judiciously determine how to allocate samples and computational power across candidate split points. We provide theoretical guarantees that MABSplit improves the sample complexity of each node split from linear to logarithmic in the number of data points. In some settings, MABSplit leads to 100x faster training (an 99% reduction in training time) without any decrease in generalization performance. We demonstrate similar speedups when MABSplit is used across a variety of forest-based variants, such as Extremely Random Forests and Random Patches. We also show our algorithm can be used in both classification and regression tasks. Finally, we show that MABSplit outperforms existing methods in generalization performance and feature importance calculations under a fixed computational budget. All of our experimental results are reproducible via a one-line script at https://github.com/ThrunGroup/FastForest.

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Giving Feedback on Interactive Student Programs with Meta-Exploration

Developing interactive software, such as websites or games, is a particularly engaging way to learn computer science. However, teaching and giving feedback on such software is time-consuming -- standard approaches require instructors to manually grade student-implemented interactive programs. As a result, online platforms that serve millions, like Code.org, are unable to provide any feedback on assignments for implementing interactive programs, which critically hinders students' ability to learn. One approach toward automatic grading is to learn an agent that interacts with a student's program and explores states indicative of errors via reinforcement learning. However, existing work on this approach only provides binary feedback of whether a program is correct or not, while students require finer-grained feedback on the specific errors in their programs to understand their mistakes. In this work, we show that exploring to discover errors can be cast as a meta-exploration problem. This enables us to construct a principled objective for discovering errors and an algorithm for optimizing this objective, which provides fine-grained feedback. We evaluate our approach on a set of over 700K real anonymized student programs from a Code.org interactive assignment. Our approach provides feedback with 94.3% accuracy, improving over existing approaches by 17.7% and coming within 1.5% of human-level accuracy. Project web page: https://ezliu.github.io/dreamgrader.

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Modeling Item Response Theory with Stochastic Variational Inference

Item Response Theory (IRT) is a ubiquitous model for understanding human behaviors and attitudes based on their responses to questions. Large modern datasets offer opportunities to capture more nuances in human behavior, potentially improving psychometric modeling leading to improved scientific understanding and public policy. However, while larger datasets allow for more flexible approaches, many contemporary algorithms for fitting IRT models may also have massive computational demands that forbid real-world application. To address this bottleneck, we introduce a variational Bayesian inference algorithm for IRT, and show that it is fast and scalable without sacrificing accuracy. Applying this method to five large-scale item response datasets from cognitive science and education yields higher log likelihoods and higher accuracy in imputing missing data than alternative inference algorithms. Using this new inference approach we then generalize IRT with expressive Bayesian models of responses, leveraging recent advances in deep learning to capture nonlinear item characteristic curves (ICC) with neural networks. Using an eigth-grade mathematics test from TIMSS, we show our nonlinear IRT models can capture interesting asymmetric ICCs. The algorithm implementation is open-source, and easily usable.

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On the Opportunities and Risks of Foundation Models

AI is undergoing a paradigm shift with the rise of models (e.g., BERT, DALL-E, GPT-3) that are trained on broad data at scale and are adaptable to a wide range of downstream tasks. We call these models foundation models to underscore their critically central yet incomplete character. This report provides a thorough account of the opportunities and risks of foundation models, ranging from their capabilities (e.g., language, vision, robotics, reasoning, human interaction) and technical principles(e.g., model architectures, training procedures, data, systems, security, evaluation, theory) to their applications (e.g., law, healthcare, education) and societal impact (e.g., inequity, misuse, economic and environmental impact, legal and ethical considerations). Though foundation models are based on standard deep learning and transfer learning, their scale results in new emergent capabilities,and their effectiveness across so many tasks incentivizes homogenization. Homogenization provides powerful leverage but demands caution, as the defects of the foundation model are inherited by all the adapted models downstream. Despite the impending widespread deployment of foundation models, we currently lack a clear understanding of how they work, when they fail, and what they are even capable of due to their emergent properties. To tackle these questions, we believe much of the critical research on foundation models will require deep interdisciplinary collaboration commensurate with their fundamentally sociotechnical nature.

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The AI Teacher Test: Measuring the Pedagogical Ability of Blender and GPT-3 in Educational Dialogues

How can we test whether state-of-the-art generative models, such as Blender and GPT-3, are good AI teachers, capable of replying to a student in an educational dialogue? Designing an AI teacher test is challenging: although evaluation methods are much-needed, there is no off-the-shelf solution to measuring pedagogical ability. This paper reports on a first attempt at an AI teacher test. We built a solution around the insight that you can run conversational agents in parallel to human teachers in real-world dialogues, simulate how different agents would respond to a student, and compare these counterpart responses in terms of three abilities: speak like a teacher, understand a student, help a student. Our method builds on the reliability of comparative judgments in education and uses a probabilistic model and Bayesian sampling to infer estimates of pedagogical ability. We find that, even though conversational agents (Blender in particular) perform well on conversational uptake, they are quantifiably worse than real teachers on several pedagogical dimensions, especially with regard to helpfulness (Blender: Δ ability = -0.75; GPT-3: Δ ability = -0.93).

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Play to Grade: Testing Coding Games as Classifying Markov Decision Process

Contemporary coding education often presents students with the task of developing programs that have user interaction and complex dynamic systems, such as mouse based games. While pedagogically compelling, there are no contemporary autonomous methods for providing feedback. Notably, interactive programs are impossible to grade by traditional unit tests. In this paper we formalize the challenge of providing feedback to interactive programs as a task of classifying Markov Decision Processes (MDPs). Each student's program fully specifies an MDP where the agent needs to operate and decide, under reasonable generalization, if the dynamics and reward model of the input MDP should be categorized as correct or broken. We demonstrate that by designing a cooperative objective between an agent and an autoregressive model, we can use the agent to sample differential trajectories from the input MDP that allows a classifier to determine membership: Play to Grade. Our method enables an automatic feedback system for interactive code assignments. We release a dataset of 711,274 anonymized student submissions to a single assignment with hand-coded bug labels to support future research.

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ProtoTransformer: A Meta-Learning Approach to Providing Student Feedback

High-quality computer science education is limited by the difficulty of providing instructor feedback to students at scale. While this feedback could in principle be automated, supervised approaches to predicting the correct feedback are bottlenecked by the intractability of annotating large quantities of student code. In this paper, we instead frame the problem of providing feedback as few-shot classification, where a meta-learner adapts to give feedback to student code on a new programming question from just a few examples annotated by instructors. Because data for meta-training is limited, we propose a number of amendments to the typical few-shot learning framework, including task augmentation to create synthetic tasks, and additional side information to build stronger priors about each task. These additions are combined with a transformer architecture to embed discrete sequences (e.g. code) to a prototypical representation of a feedback class label. On a suite of few-shot natural language processing tasks, we match or outperform state-of-the-art performance. Then, on a collection of student solutions to exam questions from an introductory university course, we show that our approach reaches an average precision of 88% on unseen questions, surpassing the 82% precision of teaching assistants. Our approach was successfully deployed to deliver feedback to 16,000 student exam-solutions in a programming course offered by a tier 1 university. This is, to the best of our knowledge, the first successful deployment of a machine learning based feedback to open-ended student code.

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Using Radio Archives for Low-Resource Speech Recognition: Towards an Intelligent Virtual Assistant for Illiterate Users

For many of the 700 million illiterate people around the world, speech recognition technology could provide a bridge to valuable information and services. Yet, those most in need of this technology are often the most underserved by it. In many countries, illiterate people tend to speak only low-resource languages, for which the datasets necessary for speech technology development are scarce. In this paper, we investigate the effectiveness of unsupervised speech representation learning on noisy radio broadcasting archives, which are abundant even in low-resource languages. We make three core contributions. First, we release two datasets to the research community. The first, West African Radio Corpus, contains 142 hours of audio in more than 10 languages with a labeled validation subset. The second, West African Virtual Assistant Speech Recognition Corpus, consists of 10K labeled audio clips in four languages. Next, we share West African wav2vec, a speech encoder trained on the noisy radio corpus, and compare it with the baseline Facebook speech encoder trained on six times more data of higher quality. We show that West African wav2vec performs similarly to the baseline on a multilingual speech recognition task, and significantly outperforms the baseline on a West African language identification task. Finally, we share the first-ever speech recognition models for Maninka, Pular and Susu, languages spoken by a combined 10 million people in over seven countries, including six where the majority of the adult population is illiterate. Our contributions offer a path forward for ethical AI research to serve the needs of those most disadvantaged by the digital divide.

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Generative Grading: Near Human-level Accuracy for Automated Feedback on Richly Structured Problems

Access to high-quality education at scale is limited by the difficulty of providing student feedback on open-ended assignments in structured domains like computer programming, graphics, and short response questions. This problem has proven to be exceptionally difficult: for humans, it requires large amounts of manual work, and for computers, until recently, achieving anything near human-level accuracy has been unattainable. In this paper, we present generative grading: a novel computational approach for providing feedback at scale that is capable of accurately grading student work and providing nuanced, interpretable feedback. Our approach uses generative descriptions of student cognition, written as probabilistic programs, to synthesise millions of labelled example solutions to a problem; we then learn to infer feedback for real student solutions based on this cognitive model. We apply our methods to three settings. In block-based coding, we achieve a 50% improvement upon the previous best results for feedback, achieving super-human accuracy. In two other widely different domains -- graphical tasks and short text answers -- we achieve major improvement over the previous state of the art by about 4x and 1.5x respectively, approaching human accuracy. In a real classroom, we ran an experiment where we used our system to augment human graders, yielding doubled grading accuracy while halving grading time.

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BanditPAM: Almost Linear Time $k$-Medoids Clustering via Multi-Armed Bandits

Clustering is a ubiquitous task in data science. Compared to the commonly used $k$-means clustering, $k$-medoids clustering requires the cluster centers to be actual data points and support arbitrary distance metrics, which permits greater interpretability and the clustering of structured objects. Current state-of-the-art $k$-medoids clustering algorithms, such as Partitioning Around Medoids (PAM), are iterative and are quadratic in the dataset size $n$ for each iteration, being prohibitively expensive for large datasets. We propose BanditPAM, a randomized algorithm inspired by techniques from multi-armed bandits, that reduces the complexity of each PAM iteration from $O(n^2)$ to $O(n \log n)$ and returns the same results with high probability, under assumptions on the data that often hold in practice. As such, BanditPAM matches state-of-the-art clustering loss while reaching solutions much faster. We empirically validate our results on several large real-world datasets, including a coding exercise submissions dataset, the 10x Genomics 68k PBMC single-cell RNA sequencing dataset, and the MNIST handwritten digits dataset. In these experiments, we observe that BanditPAM returns the same results as state-of-the-art PAM-like algorithms up to 4x faster while performing up to 200x fewer distance computations. The improvements demonstrated by BanditPAM enable $k$-medoids clustering on a wide range of applications, including identifying cell types in large-scale single-cell data and providing scalable feedback for students learning computer science online. We also release highly optimized Python and C++ implementations of our algorithm.

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Variational Item Response Theory: Fast, Accurate, and Expressive

Item Response Theory (IRT) is a ubiquitous model for understanding humans based on their responses to questions, used in fields as diverse as education, medicine and psychology. Large modern datasets offer opportunities to capture more nuances in human behavior, potentially improving test scoring and better informing public policy. Yet larger datasets pose a difficult speed / accuracy challenge to contemporary algorithms for fitting IRT models. We introduce a variational Bayesian inference algorithm for IRT, and show that it is fast and scaleable without sacrificing accuracy. Using this inference approach we then extend classic IRT with expressive Bayesian models of responses. Applying this method to five large-scale item response datasets from cognitive science and education yields higher log likelihoods and improvements in imputing missing data. The algorithm implementation is open-source, and easily usable.

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The Stanford Acuity Test: A Precise Vision Test Using Bayesian Techniques and a Discovery in Human Visual Response

Chart-based visual acuity measurements are used by billions of people to diagnose and guide treatment of vision impairment. However, the ubiquitous eye exam has no mechanism for reasoning about uncertainty and as such, suffers from a well-documented reproducibility problem. In this paper we make two core contributions. First, we uncover a new parametric probabilistic model of visual acuity response based on detailed measurements of patients with eye disease. Then, we present an adaptive, digital eye exam using modern artificial intelligence techniques which substantially reduces acuity exam error over existing approaches, while also introducing the novel ability to model its own uncertainty and incorporate prior beliefs. Using standard evaluation metrics, we estimate a 74% reduction in prediction error compared to the ubiquitous chart-based eye exam and up to 67% reduction compared to the previous best digital exam. For patients with eye disease, the novel ability to finely measure acuity from home could be a crucial part in early diagnosis. We provide a web implementation of our algorithm for anyone in the world to use. The insights in this paper also provide interesting implications for the field of psychometric Item Response Theory.

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Human Languages in Source Code: Auto-Translation for Localized Instruction

Computer science education has promised open access around the world, but access is largely determined by what human language you speak. As younger students learn computer science it is less appropriate to assume that they should learn English beforehand. To that end we present CodeInternational, the first tool to translate code between human languages. To develop a theory of non-English code, and inform our translation decisions, we conduct a study of public code repositories on GitHub. The study is to the best of our knowledge the first on human-language in code and covers 2.9 million Java repositories. To demonstrate CodeInternational's educational utility, we build an interactive version of the popular English-language Karel reader and translate it into 100 spoken languages. Our translations have already been used in classrooms around the world, and represent a first step in an important open CS-education problem.

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Using Latent Variable Models to Observe Academic Pathways

Understanding large-scale patterns in student course enrollment is a problem of great interest to university administrators and educational researchers. Yet important decisions are often made without a good quantitative framework of the process underlying student choices. We propose a probabilistic approach to modelling course enrollment decisions, drawing inspiration from multilabel classification and mixture models. We use ten years of anonymized student transcripts from a large university to construct a Gaussian latent variable model that learns the joint distribution over course enrollments. The models allow for a diverse set of inference queries and robustness to data sparsity. We demonstrate the efficacy of this approach in comparison to others, including deep learning architectures, and demonstrate its ability to infer the underlying student interests that guide enrollment decisions.

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Zero Shot Learning for Code Education: Rubric Sampling with Deep Learning Inference

In modern computer science education, massive open online courses (MOOCs) log thousands of hours of data about how students solve coding challenges. Being so rich in data, these platforms have garnered the interest of the machine learning community, with many new algorithms attempting to autonomously provide feedback to help future students learn. But what about those first hundred thousand students? In most educational contexts (i.e. classrooms), assignments do not have enough historical data for supervised learning. In this paper, we introduce a human-in-the-loop "rubric sampling" approach to tackle the "zero shot" feedback challenge. We are able to provide autonomous feedback for the first students working on an introductory programming assignment with accuracy that substantially outperforms data-hungry algorithms and approaches human level fidelity. Rubric sampling requires minimal teacher effort, can associate feedback with specific parts of a student's solution and can articulate a student's misconceptions in the language of the instructor. Deep learning inference enables rubric sampling to further improve as more assignment specific student data is acquired. We demonstrate our results on a novel dataset from Code.org, the world's largest programming education platform.

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