The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

To efficiently solve online problems with complicated constraints, projection-free algorithms including online frank-wolfe (OFW) and its variants have received significant interest recently. However, in the general case, existing efficient projection-free algorithms only achieved the regret bound of $O(T^{3/4})$, which is worse than the regret of projection-based algorithms, where $T$ is the number of decision rounds. In this paper, we study the special case of online learning over strongly convex sets, for which we first prove that OFW can enjoy a better regret bound of $O(T^{2/3})$ for general convex losses. The key idea is to refine the decaying step-size in the original OFW by a simple line search rule. Furthermore, for strongly convex losses, we propose a strongly convex variant of OFW by redefining the surrogate loss function in OFW. We show that it achieves a regret bound of $O(T^{2/3})$ over general convex sets and a better regret bound of $O(\sqrt{T})$ over strongly convex sets.

This study addresses a critical gap by exploring student and academic staff experiences with AI and GenAI tools, focusing on their familiarity and comfort with current and potential future applications in learning and assessment. An online survey collected data from 35 academic staff and 282 students across two universities in Vietnam and one in Singapore, examining GenAI familiarity, perceptions of its use in assessment marking and feedback, knowledge checking and participation, and experiences of GenAI text detection. Descriptive statistics and reflexive thematic analysis revealed a generally low familiarity with GenAI among both groups. GenAI feedback was viewed negatively; however, it was viewed more positively when combined with instructor feedback. Academic staff were more accepting of GenAI text detection tools and grade adjustments based on detection results compared to students. Qualitative analysis identified three themes: unclear understanding of text detection tools, variability in experiences with GenAI detectors, and mixed feelings about GenAI's future impact on educational assessment. These findings have major implications regarding the development of policies and practices for GenAI-enabled assessment and feedback in higher education.

Massive open online courses (MOOCs) offer free education globally to anyone with a computer and internet access. Despite this democratization of learning, the massive enrollment in these courses makes it impractical for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, we explore the feasibility of using large language models (LLMs) to replace peer grading in MOOCs. Specifically, we use two LLMs, GPT-4 and GPT-3.5, across three MOOCs: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on the zero-shot chain-of-thought (ZCoT) prompting technique: (1) ZCoT with instructor-provided correct answers, (2) ZCoT with both instructor-provided correct answers and rubrics, and (3) ZCoT with instructor-provided correct answers and LLM-generated rubrics. Tested on 18 settings, our results show that ZCoT, when augmented with instructor-provided correct answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. Finally, our findings indicate a promising potential for automated grading systems in MOOCs, especially in subjects with well-defined rubrics, to improve the learning experience for millions of online learners worldwide.

Recent advancements in robotics, including applications like self-driving cars, unmanned systems, and medical robots, have had a significant impact on the job market. On one hand, big robotics companies offer training programs based on the job requirements. However, these training programs may not be as beneficial as general robotics programs offered by universities or community colleges. On the other hand, community colleges and universities face challenges with required resources, especially qualified instructors, to offer students advanced robotics education. Furthermore, the diverse backgrounds of undergraduate students present additional challenges. Some students bring extensive industry experiences, while others are newcomers to the field. To address these challenges, we propose a student-centered personalized learning framework for robotics. This framework allows a general instructor to teach undergraduate-level robotics courses by breaking down course topics into smaller components with well-defined topic dependencies, structured as a graph. This modular approach enables students to choose their learning path, catering to their unique preferences and pace. Moreover, our framework's flexibility allows for easy customization of teaching materials to meet the specific needs of host institutions. In addition to teaching materials, a frequently-asked-questions document would be prepared for a general instructor. If students' robotics questions cannot be answered by the instructor, the answers to these questions may be included in this document. For questions not covered in this document, we can gather and address them through collaboration with the robotics community and course content creators. Our user study results demonstrate the promise of this method in delivering undergraduate-level robotics education tailored to individual learning outcomes and preferences.

In many quantum tasks, there is an unknown quantum object that one wishes to learn. An online strategy for this task involves adaptively refining a hypothesis to reproduce such an object or its measurement statistics. A common evaluation metric for such a strategy is its regret, or roughly the accumulated errors in hypothesis statistics. We prove a sublinear regret bound for learning over general subsets of positive semidefinite matrices via the regularized-follow-the-leader algorithm and apply it to various settings where one wishes to learn quantum objects. For concrete applications, we present a sublinear regret bound for learning quantum states, effects, channels, interactive measurements, strategies, co-strategies, and the collection of inner products of pure states. Our bound applies to many other quantum objects with compact, convex representations. In proving our regret bound, we establish various matrix analysis results useful in quantum information theory. This includes a generalization of Pinsker's inequality for arbitrary positive semidefinite operators with possibly different traces, which may be of independent interest and applicable to more general classes of divergences.

Among recent insights into learning quantum states, online learning and shadow tomography procedures are notable for their ability to accurately predict expectation values even of adaptively chosen observables. In contrast to the state case, quantum process learning tasks with a similarly adaptive nature have received little attention. In this work, we investigate online learning tasks for quantum processes. Whereas online learning is infeasible for general quantum channels, we show that channels of bounded gate complexity as well as Pauli channels can be online learned in the regret and mistake-bounded models of online learning. In fact, we can online learn probabilistic mixtures of any exponentially large set of known channels. We also provide a provably sample-efficient shadow tomography procedure for Pauli channels. Our results extend beyond quantum channels to non-Markovian multi-time processes, with favorable regret and mistake bounds, as well as a shadow tomography procedure. We complement our online learning upper bounds with mistake as well as computational lower bounds. On the technical side, we make use of the multiplicative weights update algorithm, classical adaptive data analysis, and Bell sampling, as well as tools from the theory of quantum combs for multi-time quantum processes. Our work initiates a study of online learning for classes of quantum channels and, more generally, non-Markovian quantum processes. Given the importance of online learning for state shadow tomography, this may serve as a step towards quantum channel variants of adaptive shadow tomography.

We study the problem of private online learning, specifically, online prediction from experts (OPE) and online convex optimization (OCO). We propose a new transformation that transforms lazy online learning algorithms into private algorithms. We apply our transformation for differentially private OPE and OCO using existing lazy algorithms for these problems. Our final algorithms obtain regret, which significantly improves the regret in the high privacy regime $\varepsilon \ll 1$, obtaining $\sqrt{T \log d} + T^{1/3} \log(d)/\varepsilon^{2/3}$ for DP-OPE and $\sqrt{T} + T^{1/3} \sqrt{d}/\varepsilon^{2/3}$ for DP-OCO. We also complement our results with a lower bound for DP-OPE, showing that these rates are optimal for a natural family of low-switching private algorithms.

The current variants of the Segment Anything Model (SAM), which include the original SAM and Medical SAM, still lack the capability to produce sufficiently accurate segmentation for medical images. In medical imaging contexts, it is not uncommon for human experts to rectify segmentations of specific test samples after SAM generates its segmentation predictions. These rectifications typically entail manual or semi-manual corrections employing state-of-the-art annotation tools. Motivated by this process, we introduce a novel approach that leverages the advantages of online machine learning to enhance Segment Anything (SA) during test time. We employ rectified annotations to perform online learning, with the aim of improving the segmentation quality of SA on medical images. To improve the effectiveness and efficiency of online learning when integrated with large-scale vision models like SAM, we propose a new method called Auxiliary Online Learning (AuxOL). AuxOL creates and applies a small auxiliary model (specialist) in conjunction with SAM (generalist), entails adaptive online-batch and adaptive segmentation fusion. Experiments conducted on eight datasets covering four medical imaging modalities validate the effectiveness of the proposed method. Our work proposes and validates a new, practical, and effective approach for enhancing SA on downstream segmentation tasks (e.g., medical image segmentation).

In this paper, we present an approach in the Multimodal Learning Analytics field. Within this approach, we have developed a tool to visualize and analyze eye movement data collected during learning sessions in online courses. The tool is named VAAD (an acronym for Visual Attention Analysis Dashboard). These eye movement data have been gathered using an eye-tracker and subsequently processed and visualized for interpretation. The purpose of the tool is to conduct a descriptive analysis of the data by facilitating its visualization, enabling the identification of differences and learning patterns among various learner populations. Additionally, it integrates a predictive module capable of anticipating learner activities during a learning session. Consequently, VAAD holds the potential to offer valuable insights into online learning behaviors from both descriptive and predictive perspectives.