Skeleton Ground Truth (GT) is critical to the success of supervised skeleton extraction methods, especially with the popularity of deep learning techniques. Furthermore, we see skeleton GTs used not only for training skeleton detectors with Convolutional Neural Networks (CNN) but also for evaluating skeleton-related pruning and matching algorithms. However, most existing shape and image datasets suffer from the lack of skeleton GT and inconsistency of GT standards. As a result, it is difficult to evaluate and reproduce CNN-based skeleton detectors and algorithms on a fair basis. In this paper, we present a heuristic strategy for object skeleton GT extraction in binary shapes and natural images. Our strategy is built on an extended theory of diagnosticity hypothesis, which enables encoding human-in-the-loop GT extraction based on clues from the target's context, simplicity, and completeness. Using this strategy, we developed a tool, SkeView, to generate skeleton GT of 17 existing shape and image datasets. The GTs are then structurally evaluated with representative methods to build viable baselines for fair comparisons. Experiments demonstrate that GTs generated by our strategy yield promising quality with respect to standard consistency, and also provide a balance between simplicity and completeness.

Exploring alternative ideas by rewriting text is integral to the writing process. State-of-the-art large language models (LLMs) can simplify writing variation generation. However, current interfaces pose challenges for simultaneous consideration of multiple variations: creating new versions without overwriting text can be difficult, and pasting them sequentially can clutter documents, increasing workload and disrupting writers' flow. To tackle this, we present ABScribe, an interface that supports rapid, yet visually structured, exploration of writing variations in human-AI co-writing tasks. With ABScribe, users can swiftly produce multiple variations using LLM prompts, which are auto-converted into reusable buttons. Variations are stored adjacently within text segments for rapid in-place comparisons using mouse-over interactions on a context toolbar. Our user study with 12 writers shows that ABScribe significantly reduces task workload (d = 1.20, p < 0.001), enhances user perceptions of the revision process (d = 2.41, p < 0.001) compared to a popular baseline workflow, and provides insights into how writers explore variations using LLMs.

Instruction tuning has shown great promise in improving the performance of large language models. However, research on multilingual instruction tuning has been limited due to the scarcity of high-quality instruction-response datasets across different languages. To bridge this gap, we present Bactrian-X, a comprehensive multilingual parallel dataset of 3.4 million instruction-response pairs across 52 languages. Leveraging this dataset, we train a set of adapters using low-rank adaptation (LoRA), which are lightweight components that seamlessly integrate with large language models. These adapters have a substantially lower parameter count than the base model, making them easily replaceable and usable as plug-ins for different languages or language groups. Extensive experiments in various multilingual evaluation settings demonstrate that models derived from LoRA-based training over Bactrian-X outperform both the vanilla models and existing instruction-tuned models. The code and models are publicly available at https://github.com/mbzuai-nlp/bactrian-x

Students' migration from public to private schools, due to lack of school performance of public schools, is one of the major issues faced by the Government of Punjab to provide compulsory and quality education at low cost. Due to complex adaptive nature of educational system, interdependencies with society, constant feedback loops conventional linear regression methods, for evaluation of effective performance, are ineffective or costly to solve the issue. Linear regression techniques present the static view of the system, which are not enough to understand the complex dynamic nature of educational paradigm. We have presented a Cognitive Agent Computing-Based Model for the School Student Migration Problem Using a Descriptive Agent-Based Modeling approach to understand the causes-effects relationship of student migration. We have presented the primary school students' migration model using descriptive modeling approach along with exploratory modeling. Our research, in the context of Software Engineering of Simulation & Modeling, and exploring the Complex Adaptive nature of school system, is two folds. Firstly, the cause-effect relationship of students' migration is being investigated using Cognitive Descriptive Agent-Based Modeling. Secondly, the formalization extent of Cognitive Agent-Based Computing framework is analyzed by performing its comparative analysis with exploratory modeling protocol 'Overview, Design, and Detail'.

Developing an educational test can be expensive and time-consuming, as each item must be written by experts and then evaluated by collecting hundreds of student responses. Moreover, many tests require multiple distinct sets of questions administered throughout the school year to closely monitor students' progress, known as parallel tests. In this study, we focus on tests of silent sentence reading efficiency, used to assess students' reading ability over time. To generate high-quality parallel tests, we propose to fine-tune large language models (LLMs) to simulate how previous students would have responded to unseen items. With these simulated responses, we can estimate each item's difficulty and ambiguity. We first use GPT-4 to generate new test items following a list of expert-developed rules and then apply a fine-tuned LLM to filter the items based on criteria from psychological measurements. We also propose an optimal-transport-inspired technique for generating parallel tests and show the generated tests closely correspond to the original test's difficulty and reliability based on crowdworker responses. Our evaluation of a generated test with 234 students from grades 2 to 8 produces test scores highly correlated (r=0.93) to those of a standard test form written by human experts and evaluated across thousands of K-12 students.

We introduce Lemur and Lemur-Chat, openly accessible language models optimized for both natural language and coding capabilities to serve as the backbone of versatile language agents. The evolution from language chat models to functional language agents demands that models not only master human interaction, reasoning, and planning but also ensure grounding in the relevant environments. This calls for a harmonious blend of language and coding capabilities in the models. Lemur and Lemur-Chat are proposed to address this necessity, demonstrating balanced proficiencies in both domains, unlike existing open-source models that tend to specialize in either. Through meticulous pre-training using a code-intensive corpus and instruction fine-tuning on text and code data, our models achieve state-of-the-art averaged performance across diverse text and coding benchmarks among open-source models. Comprehensive experiments demonstrate Lemur's superiority over existing open-source models and its proficiency across various agent tasks involving human communication, tool usage, and interaction under fully- and partially- observable environments. The harmonization between natural and programming languages enables Lemur-Chat to significantly narrow the gap with proprietary models on agent abilities, providing key insights into developing advanced open-source agents adept at reasoning, planning, and operating seamlessly across environments. https://github.com/OpenLemur/Lemur

There is growing evidence that pretraining on high quality, carefully thought-out tokens such as code or mathematics plays an important role in improving the reasoning abilities of large language models. For example, Minerva, a PaLM model finetuned on billions of tokens of mathematical documents from arXiv and the web, reported dramatically improved performance on problems that require quantitative reasoning. However, because all known open source web datasets employ preprocessing that does not faithfully preserve mathematical notation, the benefits of large scale training on quantitive web documents are unavailable to the research community. We introduce OpenWebMath, an open dataset inspired by these works containing 14.7B tokens of mathematical webpages from Common Crawl. We describe in detail our method for extracting text and LaTeX content and removing boilerplate from HTML documents, as well as our methods for quality filtering and deduplication. Additionally, we run small-scale experiments by training 1.4B parameter language models on OpenWebMath, showing that models trained on 14.7B tokens of our dataset surpass the performance of models trained on over 20x the amount of general language data. We hope that our dataset, openly released on the Hugging Face Hub, will help spur advances in the reasoning abilities of large language models.

In this demo paper we present OmniLingo, an architecture for distributing data for listening- and speaking-based language learning applications and a demonstration client built using the architecture. The architecture is based on the Interplanetary Filesystem (IPFS) and puts at the forefront user sovereignty over data.

Aligned large language models (LLMs) demonstrate exceptional capabilities in task-solving, following instructions, and ensuring safety. However, the continual learning aspect of these aligned LLMs has been largely overlooked. Existing continual learning benchmarks lack sufficient challenge for leading aligned LLMs, owing to both their simplicity and the models' potential exposure during instruction tuning. In this paper, we introduce TRACE, a novel benchmark designed to evaluate continual learning in LLMs. TRACE consists of 8 distinct datasets spanning challenging tasks including domain-specific tasks, multilingual capabilities, code generation, and mathematical reasoning. All datasets are standardized into a unified format, allowing for effortless automatic evaluation of LLMs. Our experiments show that after training on TRACE, aligned LLMs exhibit significant declines in both general ability and instruction-following capabilities. For example, the accuracy of llama2-chat 13B on gsm8k dataset declined precipitously from 28.8\% to 2\% after training on our datasets. This highlights the challenge of finding a suitable tradeoff between achieving performance on specific tasks while preserving the original prowess of LLMs. Empirical findings suggest that tasks inherently equipped with reasoning paths contribute significantly to preserving certain capabilities of LLMs against potential declines. Motivated by this, we introduce the Reasoning-augmented Continual Learning (RCL) approach. RCL integrates task-specific cues with meta-rationales, effectively reducing catastrophic forgetting in LLMs while expediting convergence on novel tasks.

Since its launch in November 2022, ChatGPT has had a transformative effect on education where students are using it to help with homework assignments and teachers are actively employing it in their teaching practices. This includes using ChatGPT as a tool for writing teachers to grade and generate feedback on students' essays. In this study, we evaluated the quality of the feedback generated by ChatGPT regarding the coherence and cohesion of the essays written by English Language Learners (ELLs) students. We selected 50 argumentative essays and generated feedback on coherence and cohesion using the ELLIPSE rubric. During the feedback evaluation, we used a two-step approach: first, each sentence in the feedback was classified into subtypes based on its function (e.g., positive reinforcement, problem statement). Next, we evaluated its accuracy and usability according to these types. Both the analysis of feedback types and the evaluation of accuracy and usability revealed that most feedback sentences were highly abstract and generic, failing to provide concrete suggestions for improvement. The accuracy in detecting major problems, such as repetitive ideas and the inaccurate use of cohesive devices, depended on superficial linguistic features and was often incorrect. In conclusion, ChatGPT, without specific training for the feedback generation task, does not offer effective feedback on ELL students' coherence and cohesion.