Retrieval of legal knowledge by the general public is a challenging problem due to the technicality of the professional knowledge and the lack of fundamental understanding by laypersons on the subject. Traditional information retrieval techniques assume that users are capable of formulating succinct and precise queries for effective document retrieval. In practice, however, the wide gap between the highly technical contents and untrained users makes legal knowledge retrieval very difficult. We propose a methodology, called QBR, which employs a Questions Bank (QB) as an effective medium for bridging the knowledge gap. We show how the QB is used to derive training samples to enhance the embedding of knowledge units within documents, which leads to effective fine-grained knowledge retrieval. We discuss and evaluate through experiments various advantages of QBR over traditional methods. These include more accurate, efficient, and explainable document retrieval, better comprehension of retrieval results, and highly effective fine-grained knowledge retrieval. We also present some case studies and show that QBR achieves social impact by assisting citizens to resolve everyday legal concerns.

Large language models have been widely applied in many aspects of real life, bringing significant efficiency to businesses and offering distinctive user experiences. In this paper, we focus on exploring the application of ChatGPT, a chatbot based on a large language model, to support higher educator in generating quiz questions and assessing learners. Specifically, we explore interactive prompting patterns to design an optimal AI-powered question bank creation process. The generated questions are evaluated through a "Blind test" survey sent to various stakeholders including lecturers and learners. Initial results at the Banking Academy of Vietnam are relatively promising, suggesting a potential direction to streamline the time and effort involved in assessing learners at higher education institutes.

Ensuring diversity and inclusion (D&I) in artificial intelligence (AI) is crucial for mitigating biases and promoting equitable decision-making. However, existing AI risk assessment frameworks often overlook inclusivity, lacking standardized tools to measure an AI system's alignment with D&I principles. This paper introduces a structured AI inclusivity question bank, a comprehensive set of 253 questions designed to evaluate AI inclusivity across five pillars: Humans, Data, Process, System, and Governance. The development of the question bank involved an iterative, multi-source approach, incorporating insights from literature reviews, D&I guidelines, Responsible AI frameworks, and a simulated user study. The simulated evaluation, conducted with 70 AI-generated personas related to different AI jobs, assessed the question bank's relevance and effectiveness for AI inclusivity across diverse roles and application domains. The findings highlight the importance of integrating D&I principles into AI development workflows and governance structures. The question bank provides an actionable tool for researchers, practitioners, and policymakers to systematically assess and enhance the inclusivity of AI systems, paving the way for more equitable and responsible AI technologies.

The study of propositional logic -- fundamental to the theory of computing -- is a cornerstone of the undergraduate computer science curriculum. Learning to solve logical proofs requires repeated guided practice, but undergraduate students often lack access to on-demand tutoring in a judgment-free environment. In this work, we highlight the need for guided practice tools in undergraduate mathematics education and outline the desiderata of an effective practice tool. We accordingly develop LogicLearner, a web application for guided logic proof practice. LogicLearner consists of an interface to attempt logic proofs step-by-step and an automated proof solver to generate solutions on the fly, allowing users to request guidance as needed. We pilot LogicLearner as a practice tool in two semesters of an undergraduate discrete mathematics course and receive strongly positive feedback for usability and pedagogical value in student surveys. To the best of our knowledge, LogicLearner is the only learning tool that provides an end-to-end practice environment for logic proofs with immediate, judgment-free feedback.

Comprehensive evaluations of language models (LM) during both development and deployment phases are necessary because these models possess numerous capabilities (e.g., mathematical reasoning, legal support, or medical diagnostic) as well as safety risks (e.g., racial bias, toxicity, or misinformation). The average score across a wide range of benchmarks provides a signal that helps guide the use of these LMs in practice. Currently, holistic evaluations are costly due to the large volume of benchmark questions, making frequent evaluations impractical. A popular attempt to lower the cost is to compute the average score on a subset of the benchmark. This approach, unfortunately, often renders an unreliable measure of LM performance because the average score is often confounded with the difficulty of the questions in the benchmark subset. Item response theory (IRT) was designed to address this challenge, providing a reliable measurement by careful controlling for question difficulty. Unfortunately, question difficulty is expensive to estimate. Facing this challenge, we train a model that predicts question difficulty from its content, enabling a reliable measurement at a fraction of the cost. In addition, we leverage this difficulty predictor to further improve the evaluation efficiency through training a question generator given a difficulty level. This question generator is essential in adaptive testing, where, instead of using a random subset of the benchmark questions, informative questions are adaptively chosen based on the current estimation of LLM performance. Experiments on 22 common natural language benchmarks and 172 LMs show that this approach is more reliable and efficient compared to current common practice.

Computerized Adaptive Testing (CAT) provides an efficient and tailored method for assessing the proficiency of examinees, by dynamically adjusting test questions based on their performance. Widely adopted across diverse fields like education, healthcare, sports, and sociology, CAT has revolutionized testing practices. While traditional methods rely on psychometrics and statistics, the increasing complexity of large-scale testing has spurred the integration of machine learning techniques. This paper aims to provide a machine learning-focused survey on CAT, presenting a fresh perspective on this adaptive testing method. By examining the test question selection algorithm at the heart of CAT's adaptivity, we shed light on its functionality. Furthermore, we delve into cognitive diagnosis models, question bank construction, and test control within CAT, exploring how machine learning can optimize these components. Through an analysis of current methods, strengths, limitations, and challenges, we strive to develop robust, fair, and efficient CAT systems. By bridging psychometric-driven CAT research with machine learning, this survey advocates for a more inclusive and interdisciplinary approach to the future of adaptive testing.

Explanations of AI systems rarely address the information needs of people affected by algorithmic decision-making (ADM). This gap between conveyed information and information that matters to affected stakeholders can impede understanding and adherence to regulatory frameworks such as the AI Act. To address this gap, we present the "XAI Novice Question Bank": A catalog of affected stakeholders' information needs in two ADM use cases (employment prediction and health monitoring), covering the categories data, system context, system usage, and system specifications. Information needs were gathered in an interview study where participants received explanations in response to their inquiries. Participants further reported their understanding and decision confidence, showing that while confidence tended to increase after receiving explanations, participants also met understanding challenges, such as being unable to tell why their understanding felt incomplete. Explanations further influenced participants' perceptions of the systems' risks and benefits, which they confirmed or changed depending on the use case. When risks were perceived as high, participants expressed particular interest in explanations about intention, such as why and to what end a system was put in place. With this work, we aim to support the inclusion of affected stakeholders into explainability by contributing an overview of information and challenges relevant to them when deciding on the adoption of ADM systems. We close by summarizing our findings in a list of six key implications that inform the design of future explanations for affected stakeholder audiences.

$\textbf{Objectives}$: Large Language Models (LLMs) such as ChatGPT and Med-PaLM have excelled in various medical question-answering tasks. However, these English-centric models encounter challenges in non-English clinical settings, primarily due to limited clinical knowledge in respective languages, a consequence of imbalanced training corpora. We systematically evaluate LLMs in the Chinese medical context and develop a novel in-context learning framework to enhance their performance. $\textbf{Materials and Methods}$: The latest China National Medical Licensing Examination (CNMLE-2022) served as the benchmark. We collected 53 medical books and 381,149 medical questions to construct the medical knowledge base and question bank. The proposed Knowledge and Few-shot Enhancement In-context Learning (KFE) framework leverages the in-context learning ability of LLMs to integrate diverse external clinical knowledge sources. We evaluated KFE with ChatGPT(GPT3.5), GPT4, Baichuan2(BC2)-7B, and BC2-13B in CNMLE-2022 and investigated the effectiveness of different pathways for incorporating LLMs with medical knowledge from 7 perspectives. $\textbf{Results}$: Directly applying ChatGPT failed to qualify for the CNMLE-2022 at a score of 51. Cooperated with the KFE, the LLMs with varying sizes yielded consistent and significant improvements. The ChatGPT's performance surged to 70.04 and GPT-4 achieved the highest score of 82.59. This surpasses the qualification threshold (60) and exceeds the average human score of 68.70. It also enabled a smaller BC2-13B to pass the examination, showcasing the great potential in low-resource settings. $\textbf{Conclusion}$: By synergizing medical knowledge through in-context learning, LLM can extend clinical insight beyond language barriers, significantly reducing language-related disparities of LLM applications and ensuring global benefit in healthcare.

Public opinion surveys are vital for informing democratic decision-making, but responding to rapidly changing information environments and measuring beliefs within niche communities can be challenging for traditional survey methods. This paper introduces a crowdsourced adaptive survey methodology (CSAS) that unites advances in natural language processing and adaptive algorithms to generate question banks that evolve with user input. The CSAS method converts open-ended text provided by participants into Likert-style items, and applies a multi-armed bandit algorithm to determine user-provided questions that should be prioritized in the survey. The method's adaptive nature allows for the exploration of new survey questions, while imposing minimal costs in survey length. Applications in the domains of Latino information environments and issue importance showcase CSAS's ability to identify claims or issues that might otherwise be difficult to track using standard approaches. I conclude by discussing the method's potential for studying topics where participant-generated content might improve our understanding of public opinion. This is a working paper. Do not cite without permission.

The goal of Explainable AI (XAI) is to design methods to provide insights into the reasoning process of black-box models, such as deep neural networks, in order to explain them to humans. Social science research states that such explanations should be conversational, similar to human-to-human explanations. In this work, we show how to incorporate XAI in a conversational agent, using a standard design for the agent comprising natural language understanding and generation components. We build upon an XAI question bank, which we extend by quality-controlled paraphrases, to understand the user's information needs. We further systematically survey the literature for suitable explanation methods that provide the information to answer those questions, and present a comprehensive list of suggestions. Our work is the first step towards truly natural conversations about machine learning models with an explanation agent. The comprehensive list of XAI questions and the corresponding explanation methods may support other researchers in providing the necessary information to address users' demands. To facilitate future work, we release our source code and data.