Daily Papers

Despite advances in open-domain dialogue systems, automatic evaluation of such systems is still a challenging problem. Traditional reference-based metrics such as BLEU are ineffective because there could be many valid responses for a given context that share no common words with reference responses. A recent work proposed Referenced metric and Unreferenced metric Blended Evaluation Routine (RUBER) to combine a learning-based metric, which predicts relatedness between a generated response and a given query, with reference-based metric; it showed high correlation with human judgments. In this paper, we explore using contextualized word embeddings to compute more accurate relatedness scores, thus better evaluation metrics. Experiments show that our evaluation metrics outperform RUBER, which is trained on static embeddings.

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.

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.

Recent advances in generative artificial intelligence (AI) have shown promise in accurately grading open-ended student responses. However, few prior works have explored grading handwritten responses due to a lack of data and the challenge of combining visual and textual information. In this work, we leverage state-of-the-art multi-modal AI models, in particular GPT-4o, to automatically grade handwritten responses to college-level math exams. Using real student responses to questions in a probability theory exam, we evaluate GPT-4o's alignment with ground-truth scores from human graders using various prompting techniques. We find that while providing rubrics improves alignment, the model's overall accuracy is still too low for real-world settings, showing there is significant room for growth in this task.

Large language models (LLMs) have shown remarkable progress in encoding clinical knowledge and responding to complex medical queries with appropriate clinical reasoning. However, their applicability in subspecialist or complex medical settings remains underexplored. In this work, we probe the performance of AMIE, a research conversational diagnostic AI system, in the subspecialist domain of breast oncology care without specific fine-tuning to this challenging domain. To perform this evaluation, we curated a set of 50 synthetic breast cancer vignettes representing a range of treatment-naive and treatment-refractory cases and mirroring the key information available to a multidisciplinary tumor board for decision-making (openly released with this work). We developed a detailed clinical rubric for evaluating management plans, including axes such as the quality of case summarization, safety of the proposed care plan, and recommendations for chemotherapy, radiotherapy, surgery and hormonal therapy. To improve performance, we enhanced AMIE with the inference-time ability to perform web search retrieval to gather relevant and up-to-date clinical knowledge and refine its responses with a multi-stage self-critique pipeline. We compare response quality of AMIE with internal medicine trainees, oncology fellows, and general oncology attendings under both automated and specialist clinician evaluations. In our evaluations, AMIE outperformed trainees and fellows demonstrating the potential of the system in this challenging and important domain. We further demonstrate through qualitative examples, how systems such as AMIE might facilitate conversational interactions to assist clinicians in their decision making. However, AMIE's performance was overall inferior to attending oncologists suggesting that further research is needed prior to consideration of prospective uses.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Retrieval-augmented generation (RAG) is an umbrella of different components, design decisions, and domain-specific adaptations to enhance the capabilities of large language models and counter their limitations regarding hallucination and outdated and missing knowledge. Since it is unclear which design decisions lead to a satisfactory performance, developing RAG systems is often experimental and needs to follow a systematic and sound methodology to gain sound and reliable results. However, there is currently no generally accepted methodology for RAG evaluation despite a growing interest in this technology. In this paper, we propose a first blueprint of a methodology for a sound and reliable evaluation of RAG systems and demonstrate its applicability on a real-world software engineering research task: the validation of configuration dependencies across software technologies. In summary, we make two novel contributions: (i) A novel, reusable methodological design for evaluating RAG systems, including a demonstration that represents a guideline, and (ii) a RAG system, which has been developed following this methodology, that achieves the highest accuracy in the field of dependency validation. For the blueprint's demonstration, the key insights are the crucial role of choosing appropriate baselines and metrics, the necessity for systematic RAG refinements derived from qualitative failure analysis, as well as the reporting practices of key design decision to foster replication and evaluation.

We propose MM-Vet, an evaluation benchmark that examines large multimodal models (LMMs) on complicated multimodal tasks. Recent LMMs have shown various intriguing abilities, such as solving math problems written on the blackboard, reasoning about events and celebrities in news images, and explaining visual jokes. Rapid model advancements pose challenges to evaluation benchmark development. Problems include: (1) How to systematically structure and evaluate the complicated multimodal tasks; (2) How to design evaluation metrics that work well across question and answer types; and (3) How to give model insights beyond a simple performance ranking. To this end, we present MM-Vet, designed based on the insight that the intriguing ability to solve complicated tasks is often achieved by a generalist model being able to integrate different core vision-language (VL) capabilities. MM-Vet defines 6 core VL capabilities and examines the 16 integrations of interest derived from the capability combination. For evaluation metrics, we propose an LLM-based evaluator for open-ended outputs. The evaluator enables the evaluation across different question types and answer styles, resulting in a unified scoring metric. We evaluate representative LMMs on MM-Vet, providing insights into the capabilities of different LMM system paradigms and models. Code and data are available at https://github.com/yuweihao/MM-Vet.

Evaluating retrieval-augmented generation (RAG) systems traditionally relies on hand annotations for input queries, passages to retrieve, and responses to generate. We introduce ARES, an Automated RAG Evaluation System, for evaluating RAG systems along the dimensions of context relevance, answer faithfulness, and answer relevance. Using synthetic training data, ARES finetunes lightweight LM judges to assess the quality of individual RAG components. To mitigate potential prediction errors, ARES utilizes a small set of human-annotated datapoints for prediction-powered inference (PPI). Across six different knowledge-intensive tasks in KILT and SuperGLUE, ARES accurately evaluates RAG systems while using a few hundred human annotations during evaluation. Furthermore, ARES judges remain effective across domain shifts, proving accurate even after changing the type of queries and/or documents used in the evaluated RAG systems. We make our datasets and code for replication and deployment available at https://github.com/stanford-futuredata/ARES.

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.