In real-world sequential decision making tasks like autonomous driving, robotics, and healthcare, learning from observed state-action trajectories is critical for tasks like imitation, classification, and clustering. For example, self-driving cars must replicate human driving behaviors, while robots and healthcare systems benefit from modeling decision sequences, whether or not they come from expert data. Existing trajectory encoding methods often focus on specific tasks or rely on reward signals, limiting their ability to generalize across domains and tasks. Inspired by the success of embedding models like CLIP and BERT in static domains, we propose a novel method for embedding state-action trajectories into a latent space that captures the skills and competencies in the dynamic underlying decision-making processes. This method operates without the need for reward labels, enabling better generalization across diverse domains and tasks. Our contributions are threefold: (1) We introduce a trajectory embedding approach that captures multiple abilities from state-action data. (2) The learned embeddings exhibit strong representational power across downstream tasks, including imitation, classification, clustering, and regression. (3) The embeddings demonstrate unique properties, such as controlling agent behaviors in IQ-Learn and an additive structure in the latent space. Experimental results confirm that our method outperforms traditional approaches, offering more flexible and powerful trajectory representations for various applications. Our code is available at https://github.com/Erasmo1015/vte.

Cognitive diagnosis (CD) aims to reveal students' proficiency in specific knowledge concepts. With the increasing adoption of intelligent education applications, accurately assessing students' knowledge mastery has become an urgent challenge. Although existing cognitive diagnosis frameworks enhance diagnostic accuracy by analyzing students' explicit response records, they primarily focus on individual knowledge state, failing to adequately reflect the relative ability performance of students within hierarchies. To address this, we propose the Hierarchy Constraint-Aware Cognitive Diagnosis Framework (HCD), designed to more accurately represent student ability performance within real educational contexts. Specifically, the framework introduces a hierarchy mapping layer to identify students' levels. It then employs a hierarchy convolution-enhanced attention layer for in-depth analysis of knowledge concepts performance among students at the same level, uncovering nuanced differences. A hierarchy inter-sampling attention layer captures performance differences across hierarchies, offering a comprehensive understanding of the relationships among students' knowledge state. Finally, through personalized diagnostic enhancement, the framework integrates hierarchy constraint perception features with existing models, improving the representation of both individual and group characteristics. This approach enables precise inference of students' knowledge state. Research shows that this framework not only reasonably constrains changes in students' knowledge states to align with real educational settings, but also supports the scientific rigor and fairness of educational assessments, thereby advancing the field of cognitive diagnosis.

Cognitive diagnosis has been developed for decades as an effective measurement tool to evaluate human cognitive status such as ability level and knowledge mastery. It has been applied to a wide range of fields including education, sport, psychological diagnosis, etc. By providing better awareness of cognitive status, it can serve as the basis for personalized services such as well-designed medical treatment, teaching strategy and vocational training. This paper aims to provide a survey of current models for cognitive diagnosis, with more attention on new developments using machine learning-based methods. By comparing the model structures, parameter estimation algorithms, model evaluation methods and applications, we provide a relatively comprehensive review of the recent trends in cognitive diagnosis models. Further, we discuss future directions that are worthy of exploration. In addition, we release two Python libraries: EduData for easy access to some relevant public datasets we have collected, and EduCDM that implements popular CDMs to facilitate both applications and research purposes.

In educational applications, Knowledge Tracing (KT), the problem of accurately predicting students' responses to future questions by summarizing their knowledge states, has been widely studied for decades as it is considered a fundamental task towards adaptive online learning. Among all the proposed KT methods, Deep Knowledge Tracing (DKT) and its variants are by far the most effective ones due to the high flexibility of the neural network. However, DKT often ignores the inherent differences between students (e.g. memory skills, reasoning skills, ...), averaging the performances of all students, leading to the lack of personalization, and therefore was considered insufficient for adaptive learning. To alleviate this problem, in this paper, we proposed Leveled Attentive KNowledge TrAcing (LANA), which firstly uses a novel student-related features extractor (SRFE) to distill students' unique inherent properties from their respective interactive sequences. Secondly, the pivot module was utilized to dynamically reconstruct the decoder of the neural network on attention of the extracted features, successfully distinguishing the performance between students over time. Moreover, inspired by Item Response Theory (IRT), the interpretable Rasch model was used to cluster students by their ability levels, and thereby utilizing leveled learning to assign different encoders to different groups of students. With pivot module reconstructed the decoder for individual students and leveled learning specialized encoders for groups, personalized DKT was achieved. Extensive experiments conducted on two real-world large-scale datasets demonstrated that our proposed LANA improves the AUC score by at least 1.00% (i.e. EdNet 1.46% and RAIEd2020 1.00%), substantially surpassing the other State-Of-The-Art KT methods.

A common technique for improving the quality of crowdsourcing results is to assign a same task to multiple workers redundantly, and then to aggregate the results to obtain a higher-quality result; however, this technique is not applicable to complex tasks such as article writing since there is no obvious way to aggregate the results. Instead, we can use a two-stage procedure consisting of a creation stage and an evaluation stage, where we first ask workers to create artifacts, and then ask other workers to evaluate the artifacts to estimate their quality. In this study, we propose a novel quality estimation method for the two-stage procedure where pairwise comparison results for pairs of artifacts are collected at the evaluation stage. Our method is based on an extension of Kleinberg's HITS algorithm to pairwise comparison, which takes into account the ability of evaluators as well as the ability of creators. Experiments using actual crowdsourcing tasks show that our methods outperform baseline methods especially when the number of evaluators per artifact is small.

The emergence of online crowdsourcing sites, online work platforms, and evenMassive Open Online Courses (MOOCs), has created an increasing need for reliably evaluating the skills of the participating users in a scalable way.Many platforms already allow users to take online tests and verify their skills, but the existing approaches face many problems. First of all, cheating is very common in online testing without supervision, as the test questions often "leak" and become easily available online together with the answers.Second, technical skills, such as programming, require the tests to be frequently updated in order to reflect the current state-of-the-art. Third,there is very limited evaluation of the tests themselves, and how effectively they measure the skill that the users are tested for. In this paper, we present a Scalable Testing and Evaluation Platform (STEP),that allows continuous generation and evaluation of test questions. STEP leverages already available content, on Question Answering sites such as StackOverflow and re-purposes these questions to generate tests. The system utilizes a crowdsourcing component for the editing of the questions, while it uses automated techniques for identifying promising QA threads that can be successfully re-purposed for testing. This continuous question generation decreases the impact of cheating and also creates questions that are closer to the real problems that the skill holder is expected to solve in real life.STEP also leverages the use of Item Response Theory to evaluate the quality of the questions. We also use external signals about the quality of the workers.These identify the questions that have the strongest predictive ability in distinguishing workers that have the potential to succeed in the online job marketplaces. Existing approaches contrast in using only internal consistency metrics to evaluate the questions. Finally, our system employs an automatic "leakage detector" that queries the Internet to identify leaked versions of our questions. We then mark these questions as "practice only," effectively removing them from the pool of questions used for evaluation. Our experimental evaluation shows that our system generates questions of comparable or higher quality compared to existing tests, with a cost of approximately 3-5 dollars per question, which is lower than the cost of licensing questions from existing test banks.

We propose a new probabilistic graphical model that jointly models the difficulties of questions, the abilities of participants and the correct answers to questions in aptitude testing and crowdsourcing settings. We devise an active learning/adaptive testing scheme based on a greedy minimization of expected model entropy, which allows a more efficient resource allocation by dynamically choosing the next question to be asked based on the previous responses. We present experimental results that confirm the ability of our model to infer the required parameters and demonstrate that the adaptive testing scheme requires fewer questions to obtain the same accuracy as a static test scenario.