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Raquel Coelho

Publications and source records attributed to Raquel Coelho.

4 recordsLinked to original sources

Neuron-Aware Active Few-Shot Learning for LLMs

Active Few-Shot Learning (AFSL) adapts LLMs to specialized domains by identifying the most valuable unlabeled samples for annotation and use as few-shot demonstrations, effectively reducing human annotation costs while promoting high performance. However, existing methods typically rely on output-level signals for sample identification, such as predictive entropy or semantic similarities with test-time data based on external embeddings, which often overlook models' internal dynamics, which could pinpoint specific knowledge gaps. To bridge this gap, we propose NeuFS, a Neuron-Aware Active Few-Shot Learning framework that shifts the selection paradigm from output-level proxies to models' internal dynamics. NeuFS utilizes neuron activation patterns to represent sample directly, and includes a dual-criteria selection strategy that: (1) ensures few-shot sample diversity with neuron patterns for broader example coverage, while (2) prioritizing on identifying informative and challenging few-shot samples LLMs tend to hallucinate by quantifying neuron consensus. Experiments on three datasets demonstrate that NeuFS excels in both reasoning and text classification tasks, outperforming existing AFSL baselines. Ablation studies further highlight that internal neuron activations provide a more principled and effective selection signal than external embeddings, validating the superiority of the proposed NeuFS.

cs.LG

SEFORA: Student Essays with Feedback Corpus and LLM Feedback Evaluation Framework

Effective writing feedback is among the strongest drivers of student learning, yet producing it at scale is labor-intensive. LLMs offer a natural path to scaling writing support, but two gaps stand in the way: few public corpora capture how instructors actually deliver feedback in real classrooms, and no reliable method measures whether generated feedback aligns with what an instructor would write. We address both. SEFORA is a public corpus pairing instructor inline feedback with assignment prompts, rubrics, scores, and multi-draft revisions across various college writing genres, comprising 564 drafts and 8,240 instructor annotations. UniMatch is a reference-based evaluation framework for open-ended generation: it segments feedback into feedback units, scores their semantic correspondence under instructor-derived criteria, and aligns them via optimal matching to yield interpretable precision, recall, and F1. Across 74 experimental configurations spanning multiple LLMs, no setting exceeds 0.4 F1. UniMatch reveals that models struggle to identify the feedback instructors would prioritize, and performance degrades as models generate more.

cs.CL

Advancing Quantum Information Science Pre-College Education: The Case for Learning Sciences Collaboration

As quantum information science advances and the need for pre-college engagement grows, a critical question remains: How can young learners be prepared to participate in a field so radically different from what they have encountered before? This paper argues that meeting this challenge will require strong interdisciplinary collaboration with the Learning Sciences (LS), a field dedicated to understanding how people learn and designing theory-guided environments to support learning. Drawing on lessons from previous STEM education efforts, we discuss two key contributions of the learning sciences to quantum information science (QIS) education. The first is design-based research, the signature methodology of learning sciences, which can inform the development, refinement, and scaling of effective QIS learning experiences. The second is a framework for reshaping how learners reason about, learn and participate in QIS practices through shifts in knowledge representations that provide new forms of engagement and associated learning. We call for a two-way partnership between quantum information science and the learning sciences, one that not only supports learning in quantum concepts and practices but also improves our understanding of how to teach and support learning in highly complex domains. We also consider potential questions involved in bridging these disciplinary communities and argue that the theoretical and practical benefits justify the effort.

physics.ed-ph

What Explains Teachers' Trust of AI in Education across Six Countries?

With growing expectations to use AI-based educational technology (AI-EdTech) to improve students' learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers' willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers' trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede's cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers' trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers' trust in AI-EdTech. Efforts to raise teachers' understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.

cs.CY