Conventional knowledge distillation (KD) methods require access to the internal information of teachers, e.g., logits. However, such information may not always be accessible for large pre-trained language models (PLMs). In this work, we focus on decision-based KD for PLMs, where only teacher decisions (i.e., top-1 labels) are accessible. Considering the information gap between logits and decisions, we propose a novel method to estimate logits from the decision distributions. Specifically, decision distributions can be both derived as a function of logits theoretically and estimated with test-time data augmentation empirically. By combining the theoretical and empirical estimations of the decision distributions together, the estimation of logits can be successfully reduced to a simple root-finding problem. Extensive experiments show that our method significantly outperforms strong baselines on both natural language understanding and machine reading comprehension datasets.

Reading comprehension is a crucial skill in many aspects of education, including language learning, cognitive development, and fostering early literacy skills in children. Automated answer-aware reading comprehension question generation has significant potential to scale up learner support in educational activities. One key technical challenge in this setting is that there can be multiple questions, sometimes very different from each other, with the same answer; a trained question generation method may not necessarily know which question human educators would prefer. To address this challenge, we propose 1) a data augmentation method that enriches the training dataset with diverse questions given the same context and answer and 2) an overgenerate-and-rank method to select the best question from a pool of candidates. We evaluate our method on the FairytaleQA dataset, showing a 5% absolute improvement in ROUGE-L over the best existing method. We also demonstrate the effectiveness of our method in generating harder, "implicit" questions, where the answers are not contained in the context as text spans.

Speech intelligibility is crucial in language learning for effective communication. Thus, to develop computer-assisted language learning systems, automatic speech intelligibility detection (SID) is necessary. Most of the works have assessed the intelligibility in a supervised manner considering manual annotations, which requires cost and time; hence scalability is limited. To overcome these, this work proposes an unsupervised approach for SID. The proposed approach considers alignment distance computed with dynamic-time warping (DTW) between teacher and learner representation sequence as a measure to separate intelligible versus non-intelligible speech. We obtain the feature sequence using current state-of-the-art self-supervised representations from Wav2Vec-2.0. We found the detection accuracies as 90.37\%, 92.57\% and 96.58\%, respectively, with three alignment distance measures -- mean absolute error, mean squared error and cosine distance (equal to one minus cosine similarity).

Incorporating prior experience by learning from demonstration can facilitate efficient exploration in complex environments Figure 1: Our Skill-Critic approach leverages lowcoverage [9]. For example, statistical methods demonstrations to facilitate hierarchical can infer the hidden structure of offline data and reinforcement learning by (1) acquiring a basic inform the decision-making process [6, 7]. However, skill-set from demonstrations that (2) guides learning offline data alone may not suffice for determining online skill selection and skill improvement an optimal policy, particularly when the data originates from simpler environments or pertains to intricate or stochastic tasks. In such cases, online policy optimization is imperative to refine suboptimal policies. In this work, we present a hierarchical RL framework that can leverage offline data to accelerate RL training without limiting its performance by the quality of offline data. Our framework employs skills, temporally extended sequences of primitive actions [10]. Previous works extract skills from unstructured data and transfer them to downstream RL tasks with a skill selection policy whose action space is the skill itself [11].

Instruction-tuned large language models have revolutionized natural language processing and have shown great potential in applications such as conversational agents. These models, such as GPT-4, can not only master language but also solve complex tasks in areas like mathematics, coding, medicine, and law. Despite their impressive capabilities, there is still a lack of comprehensive understanding regarding their full potential, primarily due to the black-box nature of many models and the absence of holistic evaluation studies. To address these challenges, we present INSTRUCTEVAL, a more comprehensive evaluation suite designed specifically for instruction-tuned large language models. Unlike previous works, our evaluation involves a rigorous assessment of models based on problem-solving, writing ability, and alignment to human values. We take a holistic approach to analyze various factors affecting model performance, including the pretraining foundation, instruction-tuning data, and training methods. Our findings reveal that the quality of instruction data is the most crucial factor in scaling model performance. While open-source models demonstrate impressive writing abilities, there is substantial room for improvement in problem-solving and alignment. We are encouraged by the rapid development of models by the open-source community, but we also highlight the need for rigorous evaluation to support claims made about these models. Through INSTRUCTEVAL, we aim to foster a deeper understanding of instruction-tuned models and advancements in their capabilities. INSTRUCTEVAL is publicly available at https://github.com/declare-lab/instruct-eval.

Since performing exercises (including, e.g., practice tests) forms a crucial component of learning, and creating such exercises requires non-trivial effort from the teacher, there is a great value in automatic exercise generation in digital tools in education. In this paper, we particularly focus on automatic creation of gapfilling exercises for language learning, specifically grammar exercises. Since providing any annotation in this domain requires human expert effort, we aim to avoid it entirely and explore the task of converting existing texts into new gap-filling exercises, purely based on an example exercise, without explicit instruction or detailed annotation of the intended grammar topics. We contribute (i) a novel neural network architecture specifically designed for aforementioned gap-filling exercise generation task, and (ii) a real-world benchmark dataset for French grammar. We show that our model for this French grammar gap-filling exercise generation outperforms a competitive baseline classifier by 8% in F1 percentage points, achieving an average F1 score of 82%. Our model implementation and the dataset are made publicly available to foster future research, thus offering a standardized evaluation and baseline solution of the proposed partially annotated data prediction task in grammar exercise creation.

Learning new programming skills requires tailored guidance. With the emergence of advanced Natural Language Generation models like the ChatGPT API, there is now a possibility of creating a convenient and personalized tutoring system with AI for computer science education. This paper presents GPTutor, a ChatGPT-powered programming tool, which is a Visual Studio Code extension using the ChatGPT API to provide programming code explanations. By integrating Visual Studio Code API, GPTutor can comprehensively analyze the provided code by referencing the relevant source codes. As a result, GPTutor can use designed prompts to explain the selected code with a pop-up message. GPTutor is now published at the Visual Studio Code Extension Marketplace, and its source code is openly accessible on GitHub. Preliminary evaluation indicates that GPTutor delivers the most concise and accurate explanations compared to vanilla ChatGPT and GitHub Copilot. Moreover, the feedback from students and teachers indicated that GPTutor is user-friendly and can explain given codes satisfactorily. Finally, we discuss possible future research directions for GPTutor. This includes enhancing its performance and personalization via further prompt programming, as well as evaluating the effectiveness of GPTutor with real users.

Humans possess an extraordinary ability to create and utilize tools, allowing them to overcome physical limitations and explore new frontiers. With the advent of foundation models, AI systems have the potential to be equally adept in tool use as humans. This paradigm, i.e., tool learning with foundation models, combines the strengths of specialized tools and foundation models to achieve enhanced accuracy, efficiency, and automation in problem-solving. Despite its immense potential, there is still a lack of a comprehensive understanding of key challenges, opportunities, and future endeavors in this field. To this end, we present a systematic investigation of tool learning in this paper. We first introduce the background of tool learning, including its cognitive origins, the paradigm shift of foundation models, and the complementary roles of tools and models. Then we recapitulate existing tool learning research into tool-augmented and tool-oriented learning. We formulate a general tool learning framework: starting from understanding the user instruction, models should learn to decompose a complex task into several subtasks, dynamically adjust their plan through reasoning, and effectively conquer each sub-task by selecting appropriate tools. We also discuss how to train models for improved tool-use capabilities and facilitate the generalization in tool learning. Considering the lack of a systematic tool learning evaluation in prior works, we experiment with 18 representative tools and show the potential of current foundation models in skillfully utilizing tools. Finally, we discuss several open problems that require further investigation for tool learning. Overall, we hope this paper could inspire future research in integrating tools with foundation models.

Reinforcement Learning (RL) algorithms can solve challenging control problems directly from image observations, but they often require millions of environment interactions to do so. Recently, model-based RL algorithms have greatly improved sample-efficiency by concurrently learning an internal model of the world, and supplementing real environment interactions with imagined rollouts for policy improvement. However, learning an effective model of the world from scratch is challenging, and in stark contrast to humans that rely heavily on world understanding and visual cues for learning new skills. In this work, we investigate whether internal models learned by modern model-based RL algorithms can be leveraged to solve new, distinctly different tasks faster. We propose Model-Based Cross-Task Transfer (XTRA), a framework for sample-efficient online RL with scalable pretraining and finetuning of learned world models. By offline multi-task pretraining and online cross-task finetuning, we achieve substantial improvements over a baseline trained from scratch; we improve mean performance of model-based algorithm EfficientZero by 23%, and by as much as 71% in some instances. Learning Environment (ALE; (Bellemare et al., 2013)) has This task suite has Figure 1. Most recently, EfficientZero Ye et al. (2021), a model-based RL algorithm, has demonstrated impressive sample-efficiency, surpassing human-level performance with as little as 2 hours of real-time game play in select Atari 2600 games from the ALE. This achievement is attributed, in part, to the algorithm concurrently learning an internal model of the environment from interaction, and using the learned model to imagine (simulate) further interactions for planning and policy improvement, thus reducing reliance on real environment interactions for skill acquisition. Model-Based Cross-Task Transfer (XTRA): a sample-efficient online RL framework with scalable pretraining and finetuning of learned world models using auxiliary data from offline tasks. Conversely, humans rely heavily on prior knowledge and visual cues when learning new skills - a study found that human players easily identify visual cues about game mechanics when exposed to a new game, and that human performance is severely degraded if such cues are removed or conflict with prior experiences (Dubey et al., 2018). This pretraining paradigm has recently been extended to visuo-motor control in various forms, e.g., by leveraging frozen (no finetuning) pretrained representations (Xiao et al., 2022; Parisi et al., 2022) or by finetuning in a supervised setting (Reed et al., 2022; Lee et al., 2022).

With the introduction of machine learning in high-stakes decision making, ensuring algorithmic fairness has become an increasingly important problem to solve. In response to this, many mathematical definitions of fairness have been proposed, and a variety of optimisation techniques have been developed, all designed to maximise a defined notion of fairness. However, fair solutions are reliant on the quality of the training data, and can be highly sensitive to noise. Recent studies have shown that robustness (the ability for a model to perform well on unseen data) plays a significant role in the type of strategy that should be used when approaching a new problem and, hence, measuring the robustness of these strategies has become a fundamental problem. In this work, we therefore propose a new criterion to measure the robustness of various fairness optimisation strategies - the robustness ratio. We conduct multiple extensive experiments on five bench mark fairness data sets using three of the most popular fairness strategies with respect to four of the most popular definitions of fairness. Our experiments empirically show that fairness methods that rely on threshold optimisation are very sensitive to noise in all the evaluated data sets, despite mostly outperforming other methods. This is in contrast to the other two methods, which are less fair for low noise scenarios but fairer for high noise ones. To the best of our knowledge, we are the first to quantitatively evaluate the robustness of fairness optimisation strategies. This can potentially can serve as a guideline in choosing the most suitable fairness strategy for various data sets.