Evaluation is the method of assessing and determining the educational system through various techniques such as verbal or viva-voice test, subjective or objective written test. This paper presents an efficient solution to evaluate the subjective answer script electronically. In this paper, we proposed and implemented an integrated system that examines and evaluates the written answer script. This article focuses on finding the keywords from the answer script and then compares them with the keywords that have been parsed from both open and closed domain. The system also checks the grammatical and spelling errors in the answer script. Our proposed system tested with answer scripts of 100 students and gives precision score 0.91.

While the capabilities and utility of AI systems have advanced, rigorous norms for evaluating these systems have lagged. Grand claims, such as models achieving general reasoning capabilities, are supported with model performance on narrow benchmarks, like performance on graduate-level exam questions, which provide a limited and potentially misleading assessment. We provide a structured approach for reasoning about the types of evaluative claims that can be made given the available evidence. For instance, our framework helps determine whether performance on a mathematical benchmark is an indication of the ability to solve problems on math tests or instead indicates a broader ability to reason. Our framework is well-suited for the contemporary paradigm in machine learning, where various stakeholders provide measurements and evaluations that downstream users use to validate their claims and decisions. At the same time, our framework also informs the construction of evaluations designed to speak to the validity of the relevant claims. By leveraging psychometrics' breakdown of validity, evaluations can prioritize the most critical facets for a given claim, improving empirical utility and decision-making efficacy. We illustrate our framework through detailed case studies of vision and language model evaluations, highlighting how explicitly considering validity strengthens the connection between evaluation evidence and the claims being made.

Recent work analyzing in-context learning (ICL) has identified a broad set of strategies that describe model behavior in different experimental conditions. We aim to unify these findings by asking why a model learns these disparate strategies in the first place. Specifically, we start with the observation that when trained to learn a mixture of tasks, as is popular in the literature, the strategies learned by a model for performing ICL can be captured by a family of Bayesian predictors: a memorizing predictor, which assumes a discrete prior on the set of seen tasks, and a generalizing predictor, where the prior matches the underlying task distribution. Adopting the normative lens of rational analysis, where a learner's behavior is explained as an optimal adaptation to data given computational constraints, we develop a hierarchical Bayesian framework that almost perfectly predicts Transformer next-token predictions throughout training -- without assuming access to its weights. Under this framework, pretraining is viewed as a process of updating the posterior probability of different strategies, and inference-time behavior as a posterior-weighted average over these strategies' predictions. Our framework draws on common assumptions about neural network learning dynamics, which make explicit a tradeoff between loss and complexity among candidate strategies: beyond how well it explains the data, a model's preference towards implementing a strategy is dictated by its complexity. This helps explain well-known ICL phenomena, while offering novel predictions: e.g., we show a superlinear trend in the timescale for transitioning from generalization to memorization as task diversity increases. Overall, our work advances an explanatory and predictive account of ICL grounded in tradeoffs between strategy loss and complexity.

Robotic control policies learned from human demonstrations have achieved impressive results in many real-world applications. However, in scenarios where initial performance is not satisfactory, as is often the case in novel open-world settings, such behavioral cloning (BC)-learned policies typically require collecting additional human demonstrations to further improve their behavior -- an expensive and time-consuming process. In contrast, reinforcement learning (RL) holds the promise of enabling autonomous online policy improvement, but often falls short of achieving this due to the large number of samples it typically requires. In this work we take steps towards enabling fast autonomous adaptation of BC-trained policies via efficient real-world RL. Focusing in particular on diffusion policies -- a state-of-the-art BC methodology -- we propose diffusion steering via reinforcement learning (DSRL): adapting the BC policy by running RL over its latent-noise space. We show that DSRL is highly sample efficient, requires only black-box access to the BC policy, and enables effective real-world autonomous policy improvement. Furthermore, DSRL avoids many of the challenges associated with finetuning diffusion policies, obviating the need to modify the weights of the base policy at all. We demonstrate DSRL on simulated benchmarks, real-world robotic tasks, and for adapting pretrained generalist policies, illustrating its sample efficiency and effective performance at real-world policy improvement.

Transition path sampling (TPS), which involves finding probable paths connecting two points on an energy landscape, remains a challenge due to the complexity of real-world atomistic systems. Current machine learning approaches use expensive, task-specific, and data-free training procedures, limiting their ability to benefit from high-quality datasets and large-scale pre-trained models. In this work, we address TPS by interpreting candidate paths as trajectories sampled from stochastic dynamics induced by the learned score function of pre-trained generative models, specifically denoising diffusion and flow matching. Under these dynamics, finding high-likelihood transition paths becomes equivalent to minimizing the Onsager-Machlup (OM) action functional. This enables us to repurpose pre-trained generative models for TPS in a zero-shot manner, in contrast with bespoke, task-specific approaches in previous work. We demonstrate our approach on varied molecular systems, obtaining diverse, physically realistic transition pathways and generalizing beyond the pre-trained model's original training dataset. Our method can be easily incorporated into new generative models, making it practically relevant as models continue to scale and improve with increased data availability. Code is available at github.com/ASK-Berkeley/OM-TPS.

Modern cyberattacks in cyber-physical systems (CPS) rapidly evolve and cannot be deterred effectively with most current methods which focused on characterizing past threats. Adaptive anomaly detection (AAD) is among the most promising techniques to detect evolving cyberattacks focused on fast data processing and model adaptation. AAD has been researched in the literature extensively; however, to the best of our knowledge, our work is the first systematic literature review (SLR) on the current research within this field. We present a comprehensive SLR, gathering 397 relevant papers and systematically analyzing 65 of them (47 research and 18 survey papers) on AAD in CPS studies from 2013 to 2023 (November). We introduce a novel taxonomy considering attack types, CPS application, learning paradigm, data management, and algorithms. Our analysis indicates, among other findings, that reviewed works focused on a single aspect of adaptation (either data processing or model adaptation) but rarely in both at the same time. We aim to help researchers to advance the state of the art and help practitioners to become familiar with recent progress in this field. We identify the limitations of the state of the art and provide recommendations for future research directions.

Imitation learning has emerged as a powerful paradigm in robot manipulation, yet its generalization capability remains constrained by object-specific dependencies in limited expert demonstrations. To address this challenge, we propose knowledge-driven imitation learning, a framework that leverages external structural semantic knowledge to abstract object representations within the same category. We introduce a novel semantic keypoint graph as a knowledge template and develop a coarse-to-fine template-matching algorithm that optimizes both structural consistency and semantic similarity. Evaluated on three real-world robotic manipulation tasks, our method achieves superior performance, surpassing image-based diffusion policies with only one-quarter of the expert demonstrations. Extensive experiments further demonstrate its robustness across novel objects, backgrounds, and lighting conditions. This work pioneers a knowledge-driven approach to data-efficient robotic learning in real-world settings. Code and more materials are available on https://knowledge-driven.github.io/.

Finding balanced ways to employ Large Language Models (LLMs) in education is a challenge due to inherent risks of poor understanding of the technology and of a susceptible audience. This is particularly so with younger children, who are known to have difficulties with pervasive screen time. Working with a tangible programming robot called Cubetto, we propose an approach to benefit from the capabilities of LLMs by employing such models in the preparation of personalised storytelling, necessary for preschool children to get accustomed to the practice of commanding the robot. We engage in action research to develop an early version of a formalised process to rapidly prototype game stories for Cubetto. Our approach has both reproducible results, because it employs open weight models, and is model-agnostic, because we test it with 5 different LLMs. We document on one hand the process, the used materials and prompts, and on the other the learning experience and outcomes. We deem the generation successful for the intended purposes of using the results as a teacher aid. Testing the models on 4 different task scenarios, we encounter issues of consistency and hallucinations and document the corresponding evaluation process and attempts (some successful and some not) to overcome these issues. Importantly, the process does not expose children to LLMs directly. Rather, the technology is used to help teachers easily develop personalised narratives on children's preferred topics. We believe our method is adequate for preschool classes and we are planning to further experiment in real-world educational settings.

Pre-training state-of-the-art large language models (LLMs) requires vast amounts of clean and diverse text data. While the open development of large high-quality English pre-training datasets has seen substantial recent progress, training performant multilingual LLMs remains a challenge, in large part due to the inherent difficulty of tailoring filtering and deduplication pipelines to a large number of languages. In this work, we introduce a new pre-training dataset curation pipeline based on FineWeb that can be automatically adapted to support any language. We extensively ablate our pipeline design choices on a set of nine diverse languages, guided by a set of meaningful and informative evaluation tasks that were chosen through a novel selection process based on measurable criteria. Ultimately, we show that our pipeline can be used to create non-English corpora that produce more performant models than prior datasets. We additionally introduce a straightforward and principled approach to rebalance datasets that takes into consideration both duplication count and quality, providing an additional performance uplift. Finally, we scale our pipeline to over 1000 languages using almost 100 Common Crawl snapshots to produce FineWeb2, a new 20 terabyte (5 billion document) multilingual dataset which we release along with our pipeline, training, and evaluation codebases.

Sign up for the Slatest to get the most insightful analysis, criticism, and advice out there, delivered to your inbox daily. This spring's hot topic of conversation for my colleagues in higher ed was that "Everyone Is Cheating Their Way Through College" article in New York magazine. Most of the fellow professors I spoke with about this were horrified by how often students now can and do let A.I. write their papers. Others are joining their students in asking, Why not? A surprising coalition--William Shakespeare and 17th-century scribes, as well as 21st-century elementary school teachers, anti-fascist scholars, and epidemiologists--would tell you why not. A key principle for 17th-century scholars transcribing or translating classical or biblical texts was lectio difficilior potior: The reading that is stranger is stronger.