The first automated essay scoring system was developed 50 years ago. Automated essay scoring systems are developing into systems with richer functions than the previous simple scoring systems. Its purpose is not only to score essays but also as a learning tool to improve the writing skill of users. Feedback is the most important aspect of making an automated essay scoring system useful in real life. The importance of feedback was already emphasized in the first AES system. This paper reviews research on feedback including different feedback types and essay traits on automated essay scoring. We also reviewed the latest case studies of the automated essay scoring system that provides feedback.

Automated Essay scoring has been explored as a research and industry problem for over 50 years. It has drawn a lot of attention from the NLP community because of its clear educational value as a research area that can engender the creation of valuable time-saving tools for educators around the world. Yet, these tools are generally focused on detecting good grammar, spelling mistakes, and organization quality but tend to fail at incorporating persuasiveness features in their final assessment. The responsibility to give actionable feedback to the student to improve the strength of their arguments is left solely on the teacher's shoulders. In this work, we present a transformer-based architecture capable of achieving above-human accuracy in annotating argumentative writing discourse elements for their persuasiveness quality and we expand on planned future work investigating the explainability of our model so that actionable feedback can be offered to the student and thus potentially enable a partnership between the teacher's advice and the machine's advice.

Online reinforcement learning (RL) is increasingly used for realizing adaptive systems in the presence of design time uncertainty. Online RL facilitates learning from actual operational data and thereby leverages feedback only available at runtime. However, Online RL requires the definition of an effective and correct reward function, which quantifies the feedback to the RL algorithm and thereby guides learning. With Deep RL gaining interest, the learned knowledge is no longer explicitly represented, but is represented as a neural network. For a human, it becomes practically impossible to relate the parametrization of the neural network to concrete RL decisions. Deep RL thus essentially appears as a black box, which severely limits the debugging of adaptive systems. We previously introduced the explainable RL technique XRL-DINE, which provides visual insights into why certain decisions were made at important time points. Here, we introduce an empirical user study involving 54 software engineers from academia and industry to assess (1) the performance of software engineers when performing different tasks using XRL-DINE and (2) the perceived usefulness and ease of use of XRL-DINE.

Continual learning models for stationary data focus on learning and retaining concepts coming to them in a sequential manner. In the most generic class-incremental environment, we have to be ready to deal with classes coming one by one, without any higher-level grouping. This requirement invalidates many previously proposed methods and forces researchers to look for more flexible alternative approaches. In this work, we follow the idea of centroid-driven methods and propose end-to-end incorporation of the mixture of Gaussians model into the continual learning framework. By employing the gradient-based approach and designing losses capable of learning discriminative features while avoiding degenerate solutions, we successfully combine the mixture model with a deep feature extractor allowing for joint optimization and adjustments in the latent space. Additionally, we show that our model can effectively learn in memory-free scenarios with fixed extractors. In the conducted experiments, we empirically demonstrate the effectiveness of the proposed solutions and exhibit the competitiveness of our model when compared with state-of-the-art continual learning baselines evaluated in the context of image classification problems.

As a specific category of artificial intelligence (AI), generative artificial intelligence (GenAI) generates new content that resembles what is created by humans. The rapid development of GenAI systems has created a huge amount of new data on the Internet, posing new challenges to current computing and communication frameworks. Currently, GenAI services rely on the traditional cloud computing framework due to the need for large computation resources. However, such services will encounter high latency because of data transmission and a high volume of requests. On the other hand, edge-cloud computing can provide adequate computation power and low latency at the same time through the collaboration between edges and the cloud. Thus, it is attractive to build GenAI systems at scale by leveraging the edge-cloud computing paradigm. In this overview paper, we review recent developments in GenAI and edge-cloud computing, respectively. Then, we use two exemplary GenAI applications to discuss technical challenges in scaling up their solutions using edge-cloud collaborative systems. Finally, we list design considerations for training and deploying GenAI systems at scale and point out future research directions.

In natural language processing (NLP) we always rely on human judgement as the golden quality evaluation method. However, there has been an ongoing debate on how to better evaluate inter-rater reliability (IRR) levels for certain evaluation tasks, such as translation quality evaluation (TQE), especially when the data samples (observations) are very scarce. In this work, we first introduce the study on how to estimate the confidence interval for the measurement value when only one data (evaluation) point is available. Then, this leads to our example with two human-generated observational scores, for which, we introduce ``Student's \textit{t}-Distribution'' method and explain how to use it to measure the IRR score using only these two data points, as well as the confidence intervals (CIs) of the quality evaluation. We give quantitative analysis on how the evaluation confidence can be greatly improved by introducing more observations, even if only one extra observation. We encourage researchers to report their IRR scores in all possible means, e.g. using Student's \textit{t}-Distribution method whenever possible; thus making the NLP evaluation more meaningful, transparent, and trustworthy. This \textit{t}-Distribution method can be also used outside of NLP fields to measure IRR level for trustworthy evaluation of experimental investigations, whenever the observational data is scarce. Keywords: Inter-Rater Reliability (IRR); Scarce Observations; Confidence Intervals (CIs); Natural Language Processing (NLP); Translation Quality Evaluation (TQE); Student's \textit{t}-Distribution

Sequential Bayesian inference can be used for continual learning to prevent catastrophic forgetting of past tasks and provide an informative prior when learning new tasks. We revisit sequential Bayesian inference and test whether having access to the true posterior is guaranteed to prevent catastrophic forgetting in Bayesian neural networks. To do this we perform sequential Bayesian inference using Hamiltonian Monte Carlo. We propagate the posterior as a prior for new tasks by fitting a density estimator on Hamiltonian Monte Carlo samples. We find that this approach fails to prevent catastrophic forgetting demonstrating the difficulty in performing sequential Bayesian inference in neural networks. From there we study simple analytical examples of sequential Bayesian inference and CL and highlight the issue of model misspecification which can lead to sub-optimal continual learning performance despite exact inference. Furthermore, we discuss how task data imbalances can cause forgetting. From these limitations, we argue that we need probabilistic models of the continual learning generative process rather than relying on sequential Bayesian inference over Bayesian neural network weights. In this vein, we also propose a simple baseline called Prototypical Bayesian Continual Learning, which is competitive with state-of-the-art Bayesian continual learning methods on class incremental continual learning vision benchmarks.

According to the Complementary Learning Systems (CLS) theory~\cite{mcclelland1995there} in neuroscience, humans do effective \emph{continual learning} through two complementary systems: a fast learning system centered on the hippocampus for rapid learning of the specifics, individual experiences; and a slow learning system located in the neocortex for the gradual acquisition of structured knowledge about the environment. Motivated by this theory, we propose \emph{DualNets} (for Dual Networks), a general continual learning framework comprising a fast learning system for supervised learning of pattern-separated representation from specific tasks and a slow learning system for representation learning of task-agnostic general representation via Self-Supervised Learning (SSL). DualNets can seamlessly incorporate both representation types into a holistic framework to facilitate better continual learning in deep neural networks. Via extensive experiments, we demonstrate the promising results of DualNets on a wide range of continual learning protocols, ranging from the standard offline, task-aware setting to the challenging online, task-free scenario. Notably, on the CTrL~\cite{veniat2020efficient} benchmark that has unrelated tasks with vastly different visual images, DualNets can achieve competitive performance with existing state-of-the-art dynamic architecture strategies~\cite{ostapenko2021continual}. Furthermore, we conduct comprehensive ablation studies to validate DualNets efficacy, robustness, and scalability. Code will be made available at \url{https://github.com/phquang/DualNet}.

The need for Question Answering datasets in low resource languages is the motivation of this research, leading to the development of Kencorpus Swahili Question Answering Dataset, KenSwQuAD. This dataset is annotated from raw story texts of Swahili low resource language, which is a predominantly spoken in Eastern African and in other parts of the world. Question Answering (QA) datasets are important for machine comprehension of natural language for tasks such as internet search and dialog systems. Machine learning systems need training data such as the gold standard Question Answering set developed in this research. The research engaged annotators to formulate QA pairs from Swahili texts collected by the Kencorpus project, a Kenyan languages corpus. The project annotated 1,445 texts from the total 2,585 texts with at least 5 QA pairs each, resulting into a final dataset of 7,526 QA pairs. A quality assurance set of 12.5% of the annotated texts confirmed that the QA pairs were all correctly annotated. A proof of concept on applying the set to the QA task confirmed that the dataset can be usable for such tasks. KenSwQuAD has also contributed to resourcing of the Swahili language.

Generalization bounds are a critical tool to assess the training data requirements of Quantum Machine Learning (QML). Recent work has established guarantees for in-distribution generalization of quantum neural networks (QNNs), where training and testing data are drawn from the same data distribution. However, there are currently no results on out-of-distribution generalization in QML, where we require a trained model to perform well even on data drawn from a different distribution to the training distribution. Here, we prove out-of-distribution generalization for the task of learning an unknown unitary. In particular, we show that one can learn the action of a unitary on entangled states having trained only product states. Since product states can be prepared using only single-qubit gates, this advances the prospects of learning quantum dynamics on near term quantum hardware, and further opens up new methods for both the classical and quantum compilation of quantum circuits.