Knowledge Tracing (KT) aims to predict students' future performances based on their former exercises and additional information in educational settings. KT has received significant attention since it facilitates personalized experiences in educational situations. Simultaneously, the autoregressive modeling on the sequence of former exercises has been proven effective for this task. One of the primary challenges in autoregressive modeling for Knowledge Tracing is effectively representing the anterior (pre-response) and posterior (post-response) states of learners across exercises. Existing methods often employ complex model architectures to update learner states using question and response records. In this study, we propose a novel perspective on knowledge tracing task by treating it as a generative process, consistent with the principles of autoregressive models. We demonstrate that knowledge states can be directly represented through autoregressive encodings on a question-response alternate sequence, where model generate the most probable representation in hidden state space by analyzing history interactions. This approach underpins our framework, termed Alternate Autoregressive Knowledge Tracing (AAKT). Additionally, we incorporate supplementary educational information, such as question-related skills, into our framework through an auxiliary task, and include extra exercise details, like response time, as additional inputs. Our proposed framework is implemented using advanced autoregressive technologies from Natural Language Generation (NLG) for both training and prediction. Empirical evaluations on four real-world KT datasets indicate that AAKT consistently outperforms all baseline models in terms of AUC, ACC, and RMSE. Furthermore, extensive ablation studies and visualized analysis validate the effectiveness of key components in AAKT.

Aligning Large Language Models (LLMs) with general human preferences has been proved crucial in improving the interaction quality between LLMs and human. However, human values are inherently diverse among different individuals, making it insufficient to align LLMs solely with general preferences. To address this, personalizing LLMs according to individual feedback emerges as a promising solution. Nonetheless, this approach presents challenges in terms of the efficiency of alignment algorithms. In this work, we introduce a flexible paradigm for individual preference alignment. Our method fundamentally improves efficiency by disentangling preference representation from text generation in LLMs. We validate our approach across multiple text generation tasks and demonstrate that it can produce aligned quality as well as or better than PEFT-based methods, while reducing additional training time for each new individual preference by $80\%$ to $90\%$ in comparison with them.

Text ranking has witnessed significant advancements, attributed to the utilization of dual-encoder enhanced by Pre-trained Language Models (PLMs). Given the proliferation of available PLMs, selecting the most effective one for a given dataset has become a non-trivial challenge. As a promising alternative to human intuition and brute-force fine-tuning, Transferability Estimation (TE) has emerged as an effective approach to model selection. However, current TE methods are primarily designed for classification tasks, and their estimated transferability may not align well with the objectives of text ranking. To address this challenge, we propose to compute the expected rank as transferability, explicitly reflecting the model's ranking capability. Furthermore, to mitigate anisotropy and incorporate training dynamics, we adaptively scale isotropic sentence embeddings to yield an accurate expected rank score. Our resulting method, Adaptive Ranking Transferability (AiRTran), can effectively capture subtle differences between models. On challenging model selection scenarios across various text ranking datasets, it demonstrates significant improvements over previous classification-oriented TE methods, human intuition, and ChatGPT with minor time consumption.

In recent years, Large Language Models (LLMs) have demonstrated remarkable capabilities in various tasks (e.g., long-context understanding), and many benchmarks have been proposed. However, we observe that long text generation capabilities are not well investigated. Therefore, we introduce the Hierarchical Long Text Generation Benchmark (HelloBench), a comprehensive, in-the-wild, and open-ended benchmark to evaluate LLMs' performance in generating long text. Based on Bloom's Taxonomy, HelloBench categorizes long text generation tasks into five subtasks: open-ended QA, summarization, chat, text completion, and heuristic text generation. Besides, we propose Hierarchical Long Text Evaluation (HelloEval), a human-aligned evaluation method that significantly reduces the time and effort required for human evaluation while maintaining a high correlation with human evaluation. We have conducted extensive experiments across around 30 mainstream LLMs and observed that the current LLMs lack long text generation capabilities. Specifically, first, regardless of whether the instructions include explicit or implicit length constraints, we observe that most LLMs cannot generate text that is longer than 4000 words. Second, we observe that while some LLMs can generate longer text, many issues exist (e.g., severe repetition and quality degradation). Third, to demonstrate the effectiveness of HelloEval, we compare HelloEval with traditional metrics (e.g., ROUGE, BLEU, etc.) and LLM-as-a-Judge methods, which show that HelloEval has the highest correlation with human evaluation. We release our code in https://github.com/Quehry/HelloBench.

Knowledge tracing (KT), aiming to mine students' mastery of knowledge by their exercise records and predict their performance on future test questions, is a critical task in educational assessment. While researchers achieved tremendous success with the rapid development of deep learning techniques, current knowledge tracing tasks fall into the cracks from real-world teaching scenarios. Relying heavily on extensive student data and solely predicting numerical performances differs from the settings where teachers assess students' knowledge state from limited practices and provide explanatory feedback. To fill this gap, we explore a new task formulation: Explainable Few-shot Knowledge Tracing. By leveraging the powerful reasoning and generation abilities of large language models (LLMs), we then propose a cognition-guided framework that can track the student knowledge from a few student records while providing natural language explanations. Experimental results from three widely used datasets show that LLMs can perform comparable or superior to competitive deep knowledge tracing methods. We also discuss potential directions and call for future improvements in relevant topics.

Retrieval-based code question answering seeks to match user queries in natural language to relevant code snippets. Previous approaches typically rely on pretraining models using crafted bi-modal and uni-modal datasets to align text and code representations. In this paper, we introduce ProCQA, a large-scale programming question answering dataset extracted from the StackOverflow community, offering naturally structured mixed-modal QA pairs. To validate its effectiveness, we propose a modality-agnostic contrastive pre-training approach to improve the alignment of text and code representations of current code language models. Compared to previous models that primarily employ bimodal and unimodal pairs extracted from CodeSearchNet for pre-training, our model exhibits significant performance improvements across a wide range of code retrieval benchmarks.

Personalized education, tailored to individual student needs, leverages educational technology and artificial intelligence (AI) in the digital age to enhance learning effectiveness. The integration of AI in educational platforms provides insights into academic performance, learning preferences, and behaviors, optimizing the personal learning process. Driven by data mining techniques, it not only benefits students but also provides educators and institutions with tools to craft customized learning experiences. To offer a comprehensive review of recent advancements in personalized educational data mining, this paper focuses on four primary scenarios: educational recommendation, cognitive diagnosis, knowledge tracing, and learning analysis. This paper presents a structured taxonomy for each area, compiles commonly used datasets, and identifies future research directions, emphasizing the role of data mining in enhancing personalized education and paving the way for future exploration and innovation.

Transferability estimation has been attached to great attention in the computer vision fields. Researchers try to estimate with low computational cost the performance of a model when transferred from a source task to a given target task. Considering the effectiveness of such estimations, the communities of natural language processing also began to study similar problems for the selection of pre-trained language models. However, there is a lack of a comprehensive comparison between these estimation methods yet. Also, the differences between vision and language scenarios make it doubtful whether previous conclusions can be established across fields. In this paper, we first conduct a thorough survey of existing transferability estimation methods being able to find the most suitable model, then we conduct a detailed empirical study for the surveyed methods based on the GLUE benchmark. From qualitative and quantitative analyses, we demonstrate the strengths and weaknesses of existing methods and show that H-Score generally performs well with superiorities in effectiveness and efficiency. We also outline the difficulties of consideration of training details, applicability to text generation, and consistency to certain metrics which shed light on future directions.

Equipped with Chain-of-Thought (CoT), Large language models (LLMs) have shown impressive reasoning ability in various downstream tasks. Even so, suffering from hallucinations and the inability to access external knowledge, LLMs often come with incorrect or unfaithful intermediate reasoning steps, especially in the context of answering knowledge-intensive tasks such as KBQA. To alleviate this issue, we propose a framework called Knowledge-Driven Chain-of-Thought (KD-CoT) to verify and modify reasoning traces in CoT via interaction with external knowledge, and thus overcome the hallucinations and error propagation. Concretely, we formulate the CoT rationale process of LLMs into a structured multi-round QA format. In each round, LLMs interact with a QA system that retrieves external knowledge and produce faithful reasoning traces based on retrieved precise answers. The structured CoT reasoning of LLMs is facilitated by our developed KBQA CoT collection, which serves as in-context learning demonstrations and can also be utilized as feedback augmentation to train a robust retriever. Extensive experiments on WebQSP and ComplexWebQuestion datasets demonstrate the effectiveness of proposed KD-CoT in task-solving reasoning generation, which outperforms the vanilla CoT ICL with an absolute success rate of 8.0% and 5.1%. Furthermore, our proposed feedback-augmented retriever outperforms the state-of-the-art baselines for retrieving knowledge, achieving significant improvement in Hit and recall performance. Our code and data are released on https://github.com/AdelWang/KD-CoT/tree/main.

The long-standing one-to-many issue of the open-domain dialogues poses significant challenges for automatic evaluation methods, i.e., there may be multiple suitable responses which differ in semantics for a given conversational context. To tackle this challenge, we propose a novel learning-based automatic evaluation metric (CMN), which can robustly evaluate open-domain dialogues by augmenting Conditional Variational Autoencoders (CVAEs) with a Next Sentence Prediction (NSP) objective and employing Mutual Information (MI) to model the semantic similarity of text in the latent space. Experimental results on two open-domain dialogue datasets demonstrate the superiority of our method compared with a wide range of baselines, especially in handling responses which are distant to the golden reference responses in semantics.