With the rapid advancement of internet technology, the adaptability of adolescents to online learning has emerged as a focal point of interest within the educational sphere. However, the academic community's efforts to develop predictive models for adolescent online learning adaptability require further refinement and expansion. Utilizing data from the "Chinese Adolescent Online Education Survey" spanning the years 2014 to 2016, this study implements five machine learning algorithms - logistic regression, K-nearest neighbors, random forest, XGBoost, and CatBoost - to analyze the factors influencing adolescent online learning adaptability and to determine the model best suited for prediction. The research reveals that the duration of courses, the financial status of the family, and age are the primary factors affecting students' adaptability in online learning environments. Additionally, age significantly impacts students' adaptive capacities. Among the predictive models, the random forest, XGBoost, and CatBoost algorithms demonstrate superior forecasting capabilities, with the random forest model being particularly adept at capturing the characteristics of students' adaptability.

Self-critic has become an important mechanism for enhancing the reasoning performance of LLMs. However, current approaches mainly involve basic prompts without further training, which tend to be over-simplified, leading to limited accuracy.Moreover, there is a lack of in-depth investigation of the relationship between LLM's ability to criticism and its task-solving performance.To address these issues, we propose Critic-CoT, a novel framework that pushes LLMs toward System-2-like critic capability, via step-wise CoT reasoning format and distant-supervision data construction, without the need for human annotation. Experiments on GSM8K and MATH show that via filtering out invalid solutions or iterative refinement, our enhanced model boosts task-solving performance, which demonstrates the effectiveness of our method. Further, we find that training on critique and refinement alone improves the generation. We hope our work could shed light on future research on improving the reasoning and critic ability of LLMs.

By compressing diverse narratives, LLMs go beyond memorization, achieving intelligence by capturing generalizable causal relationships. However, they suffer from local 'representation gaps' due to insufficient training data diversity, limiting their real-world utility, especially in tasks requiring strict alignment to rules. Traditional alignment methods relying on heavy human annotations are inefficient and unscalable. Recent self-alignment techniques also fall short, as they often depend on self-selection based prompting and memorization-based learning. To address these issues, we introduce Iterative Graph Alignment (IGA), an annotation-free rule-based alignment algorithm. A teacher model (VLM) employs Iterative Graph Prompting (IGP) to create logical graphs and reference answers. The student model (LLM) identifies local knowledge gaps by attempting to align its responses with these references, collaborating with helper models to generate diverse answers. These aligned responses are then used for iterative supervised fine-tuning (SFT). Our evaluations across five rule-based scenarios demonstrate IGP's effectiveness, with a 73.12\% alignment improvement in Claude Sonnet 3.5, and Llama3-8B-Instruct achieving an 86.20\% improvement, outperforming Claude Sonnet 3.5 in rule-based alignment.

Federated graph learning (FGL) has emerged as a promising distributed training paradigm for graph neural networks across multiple local systems without direct data sharing. This approach is particularly beneficial in privacy-sensitive scenarios and offers a new perspective on addressing scalability challenges in large-scale graph learning. Despite the proliferation of FGL, the diverse motivations from practical applications, spanning various research backgrounds and experimental settings, pose a significant challenge to fair evaluation. To fill this gap, we propose OpenFGL, a unified benchmark designed for the primary FGL scenarios: Graph-FL and Subgraph-FL. Specifically, OpenFGL includes 38 graph datasets from 16 application domains, 8 federated data simulation strategies that emphasize graph properties, and 5 graph-based downstream tasks. Additionally, it offers 18 recently proposed SOTA FGL algorithms through a user-friendly API, enabling a thorough comparison and comprehensive evaluation of their effectiveness, robustness, and efficiency. Empirical results demonstrate the ability of FGL while also revealing its potential limitations, offering valuable insights for future exploration in this thriving field.

ChatGPT has already wreaked havoc on classrooms and changed how teachers approach writing homework, since OpenAI publicly launched the generative AI chatbot in late 2022. School administrators rushed to try to detect AI-generated essays, and in turn, students scrambled to find out how to cloak their synthetic compositions. But by focusing on writing assignments, educators let another seismic shift take place in the periphery: students using AI more often to complete math homework too. Right now, high schoolers and college students around the country are experimenting with free smartphone apps that help complete their math homework using generative AI. One of the most popular options on campus right now is the Gauth app, with millions of downloads.

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With the rapid advancement of large language models, there has been a growing interest in their capabilities in mathematical reasoning. However, existing research has primarily focused on text-based algebra problems, neglecting the study of geometry due to the lack of high-quality geometric datasets. To address this gap, this paper introduces AutoGeo, a novel approach for automatically generating mathematical geometric images to fulfill the demand for large-scale and diverse geometric datasets. AutoGeo facilitates the creation of AutoGeo-100k, an extensive repository comprising 100k high-quality geometry image-text pairs. By leveraging precisely defined geometric clauses, AutoGeo-100k contains a wide variety of geometric shapes, including lines, polygons, circles, and complex spatial relationships, etc. Furthermore, this paper demonstrates the efficacy of AutoGeo-100k in enhancing the performance of multimodal large language models through fine-tuning. Experimental results indicate significant improvements in the model's ability in handling geometric images, as evidenced by enhanced accuracy in tasks such as geometric captioning and mathematical reasoning. This research not only fills a critical gap in the availability of geometric datasets but also paves the way for the advancement of sophisticated AI-driven tools in education and research. Project page: https://autogeo-official.github.io/.

Artificial intelligence (AI) creates opportunities for assessments, such as efficiencies for item generation and scoring of spoken and written responses. At the same time, it poses risks (such as bias in AI-generated item content). Responsible AI (RAI) practices aim to mitigate risks associated with AI. This chapter addresses the critical role of RAI practices in achieving test quality (appropriateness of test score inferences), and test equity (fairness to all test takers). To illustrate, the chapter presents a case study using the Duolingo English Test (DET), an AI-powered, high-stakes English language assessment. The chapter discusses the DET RAI standards, their development and their relationship to domain-agnostic RAI principles. Further, it provides examples of specific RAI practices, showing how these practices meaningfully address the ethical principles of validity and reliability, fairness, privacy and security, and transparency and accountability standards to ensure test equity and quality.

This thesis provides methods and analysis of models which make progress on this goal. The techniques outlined are task agnostic, and should provide benefit when used with nearly any transformer LM. We introduce two new finetuning methods which add new capabilities to the models they are used on. The first adds a recurrence mechanism, which removes the fixed-window sized constraint and improves the efficiency of a transformer decoder. The second allows masked language models (MLMs) to be used for initialization of both the encoder and decoder of a non-autoregressive sequence-to-sequence transformer, opening up generative applications of models which were previously only used for natural language understanding tasks. We also introduce two new techniques for improving the quality of predictions of any transformer decoder without additional finetuning. One, hidden state optimization, can be applied to any transformer decoder to improve the quality of predictions at inference time, especially for few-shot classification. The other, conditional beam search, allows practitioners to search for natural language generation (NLG) model outputs with high likelihood while conditioning on the event that the output is not degenerate (e.g. empty, repetitive, etc.). Finally, we provide theoretical and empirical insights on the divergence of model-likelihood and output quality which has widely been observed in prior work. These insights apply to any model which represents a distribution over text, and apply to language models which are not transformers or even autoregressive. We argue that the NLP community has, to some extent, misunderstood the implications of these findings, and encourage a point of view which has more nuance.

This thesis investigates three areas targeted at improving the reliability of machine learning; fairness in machine learning, strategic classification, and algorithmic robustness. Each of these domains has special properties or structure that can complicate learning. A theme throughout this thesis is thinking about ways in which a'plain' empirical risk minimization algorithm will be misleading or ineffective because of a mis-match between classical learning theory assumptions and specific properties of some data distribution in the wild. The overarching research goal for these related topics is to provide a crisp mathematical model for each learning scenario that exposes different failure modes and makes trade-offs between important metrics explicit in order to provide algorithmic advice or recommendations to practitioners and expose gaps for future research. By tuning our learning algorithms to be more distribution specific in these scenarios, the resulting learned system will exhibit higher utility and avoid catastrophic failure modes. This research is grounded in the theory of machine learning and is fundamentally mathematical in nature, with empirical support when appropriate. Theory is particularly important in these sensitive domains as it is unclear which poor behavior in deployed systems is a natural or benign consequence of a learning system with the underlying distribution,contrasting with problematic but correctable behavior caused by an error in algorithm design or implementation, how to mitigate these issues, or what a successful outcome even looks like in each problem. Theoretical understanding in each domain can help guide best practices and allow for the design of effective, reliable, and robust systems.