Question difficulty estimation remains a multifaceted challenge in educational and assessment settings. Traditional approaches often focus on surface-level linguistic features or learner comprehension levels, neglecting the intricate interplay of factors contributing to question complexity. This paper presents a novel framework for domain-specific question difficulty estimation, leveraging a suite of NLP techniques and knowledge graph analysis. We introduce four key parameters: Topic Retrieval Cost, Topic Salience, Topic Coherence, and Topic Superficiality, each capturing a distinct facet of question complexity within a given subject domain. These parameters are operationalized through topic modelling, knowledge graph analysis, and information retrieval techniques. A model trained on these features demonstrates the efficacy of our approach in predicting question difficulty. By operationalizing these parameters, our framework offers a novel approach to question complexity estimation, paving the way for more effective question generation, assessment design, and adaptive learning systems across diverse academic disciplines.
Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.
Verifying fact-checking claims poses a significant challenge, even for humans. Recent approaches have demonstrated that decomposing claims into relevant questions to gather evidence enhances the efficiency of the fact-checking process. In this paper, we provide empirical evidence showing that this question decomposition can be effectively automated. We demonstrate that smaller generative models, fine-tuned for the question generation task using data augmentation from various datasets, outperform large language models by up to 8%. Surprisingly, in some cases, the evidence retrieved using machine-generated questions proves to be significantly more effective for fact-checking than that obtained from human-written questions. We also perform manual evaluation of the decomposed questions to assess the quality of the questions generated.
This study explores the effectiveness of Large Language Models (LLMs) for Automatic Question Generation in educational settings. Three LLMs are compared in their ability to create questions from university slide text without fine-tuning. Questions were obtained in a two-step pipeline: first, answer phrases were extracted from slides using Llama 2-Chat 13B; then, the three models generated questions for each answer. To analyze whether the questions would be suitable in educational applications for students, a survey was conducted with 46 students who evaluated a total of 246 questions across five metrics: clarity, relevance, difficulty, slide relation, and question-answer alignment. Results indicate that GPT-3.5 and Llama 2-Chat 13B outperform Flan T5 XXL by a small margin, particularly in terms of clarity and question-answer alignment. GPT-3.5 especially excels at tailoring questions to match the input answers. The contribution of this research is the analysis of the capacity of LLMs for Automatic Question Generation in education.
Exploratory data analysis (EDA) is an essential step for analyzing a dataset to derive insights. Several EDA techniques have been explored in the literature. Many of them leverage visualizations through various plots. But it is not easy to interpret them for a non-technical user, and producing appropriate visualizations is also tough when there are a large number of columns. Few other works provide a view of some interesting slices of data but it is still difficult for the user to draw relevant insights from them. Of late, conversational data exploration is gaining a lot of traction among non-technical users. It helps the user to explore the dataset without having deep technical knowledge about the data. Towards this, we propose a system that recommends interesting questions in natural language based on relevant slices of a dataset in a conversational setting. Specifically, given a dataset, we pick a select set of interesting columns and identify interesting slices of such columns and column combinations based on few interestingness measures. We use our own fine-tuned variation of a pre-trained language model(T5) to generate natural language questions in a specific manner. We then slot-fill values in the generated questions and rank them for recommendations. We show the utility of our proposed system in a coversational setting with a collection of real datasets.
The visual question generation (VQG) task aims to generate human-like questions from an image and potentially other side information (e.g. answer type). Previous works on VQG fall in two aspects: i) They suffer from one image to many questions mapping problem, which leads to the failure of generating referential and meaningful questions from an image. ii) They fail to model complex implicit relations among the visual objects in an image and also overlook potential interactions between the side information and image. To address these limitations, we first propose a novel learning paradigm to generate visual questions with answer-awareness and region-reference. Concretely, we aim to ask the right visual questions with Double Hints - textual answers and visual regions of interests, which could effectively mitigate the existing one-to-many mapping issue. Particularly, we develop a simple methodology to self-learn the visual hints without introducing any additional human annotations. Furthermore, to capture these sophisticated relationships, we propose a new double-hints guided Graph-to-Sequence learning framework, which first models them as a dynamic graph and learns the implicit topology end-to-end, and then utilizes a graph-to-sequence model to generate the questions with double hints. Experimental results demonstrate the priority of our proposed method.
This paper introduces the task of product demand clarification within an e-commercial scenario, where the user commences the conversation with ambiguous queries and the task-oriented agent is designed to achieve more accurate and tailored product searching by asking clarification questions. To address this task, we propose ProductAgent, a conversational information seeking agent equipped with abilities of strategic clarification question generation and dynamic product retrieval. Specifically, we develop the agent with strategies for product feature summarization, query generation, and product retrieval. Furthermore, we propose the benchmark called PROCLARE to evaluate the agent's performance both automatically and qualitatively with the aid of a LLM-driven user simulator. Experiments show that ProductAgent interacts positively with the user and enhances retrieval performance with increasing dialogue turns, where user demands become gradually more explicit and detailed. All the source codes will be released after the review anonymity period.
Multimodal Retrieval Augmented Generation (MMRAG) is a powerful approach to question-answering over multimodal documents. A key challenge with evaluating MMRAG is the paucity of high-quality datasets matching the question styles and modalities of interest. In light of this, we propose SMMQG, a synthetic data generation framework. SMMQG leverages interplay between a retriever, large language model (LLM) and large multimodal model (LMM) to generate question and answer pairs directly from multimodal documents, with the questions conforming to specified styles and modalities. We use SMMQG to generate an MMRAG dataset of 1024 questions over Wikipedia documents and evaluate state-of-the-art models using it, revealing insights into model performance that are attainable only through style- and modality-specific evaluation data. Next, we measure the quality of data produced by SMMQG via a human study. We find that the quality of SMMQG-generated synthetic data is on par with the quality of the crowdsourced benchmark MMQA and that downstream evaluation results using both datasets strongly concur.
We evaluate the effectiveness of GPT-4 Turbo in generating educational questions from NCERT textbooks in zero-shot mode. Our study highlights GPT-4 Turbo's ability to generate questions that require higher-order thinking skills, especially at the "understanding" level according to Bloom's Revised Taxonomy. While we find a notable consistency between questions generated by GPT-4 Turbo and those assessed by humans in terms of complexity, there are occasional differences. Our evaluation also uncovers variations in how humans and machines evaluate question quality, with a trend inversely related to Bloom's Revised Taxonomy levels. These findings suggest that while GPT-4 Turbo is a promising tool for educational question generation, its efficacy varies across different cognitive levels, indicating a need for further refinement to fully meet educational standards.
Despite rapid advancements in large language models (LLMs), QG remains a challenging problem due to its complicated process, open-ended nature, and the diverse settings in which question generation occurs. A common approach to address these challenges involves fine-tuning smaller, custom models using datasets containing background context, question, and answer. However, obtaining suitable domain-specific datasets with appropriate context is often more difficult than acquiring question-answer pairs. In this paper, we investigate training QG models using synthetic contexts generated by LLMs from readily available question-answer pairs. We conduct a comprehensive study to answer critical research questions related to the performance of models trained on synthetic contexts and their potential impact on QG research and applications. Our empirical results reveal: 1) contexts are essential for QG tasks, even if they are synthetic; 2) fine-tuning smaller language models has the capability of achieving better performances as compared to prompting larger language models; and 3) synthetic context and real context could achieve comparable performances. These findings highlight the effectiveness of synthetic contexts in QG and paves the way for future advancements in the field.
Question-Options Generation (QOG) is a task that involves generating a set of question-options pairs given context. This task has various applications, including fine-tuning large models, information retrieval, and automated multiple-choice question generation for education. In this paper, we develop QOG models using three different methods based on fine-tuning sequence-to-sequence language models (LMs). Experiments demonstrate that the end-to-end QOG model is computationally efficient and stable during both training and inference, outperforming other methods. Furthermore, our analysis indicates that our QOG models are competitive on the QOG task compared to the large language model Llama 3-8B.
Question generation for education assessments is a growing field within artificial intelligence applied to education. These question-generation tools have significant importance in the educational technology domain, such as intelligent tutoring systems and dialogue-based platforms. The automatic generation of assessment questions, which entail clear-cut answers, usually relies on syntactical and semantic indications within declarative sentences, which are then transformed into questions. Recent research has explored the generation of assessment educational questions in Arabic. The reported performance has been adversely affected by inherent errors, including sentence parsing inaccuracies, name entity recognition issues, and errors stemming from rule-based question transformation. Furthermore, the complexity of lengthy Arabic sentences has contributed to these challenges. This research presents an innovative Arabic question-generation system built upon a three-stage process: keywords and key phrases extraction, question generation, and subsequent ranking. The aim is to tackle the difficulties associated with automatically generating assessment questions in the Arabic language. The proposed approach and results show a precision of 83.50%, a recall of 78.68%, and an Fl score of 80.95%, indicating the framework high efficiency. Human evaluation further confirmed the model efficiency, receiving an average rating of 84%.
Automatically generated questions often suffer from problems such as unclear expression or factual inaccuracies, requiring a reliable and comprehensive evaluation of their quality. Human evaluation is widely used in the field of question generation (QG) and serves as the gold standard for automatic metrics. However, there is a lack of unified human evaluation criteria, which hampers consistent and reliable evaluations of both QG models and automatic metrics. To address this, we propose QGEval, a multi-dimensional Evaluation benchmark for Question Generation, which evaluates both generated questions and existing automatic metrics across 7 dimensions: fluency, clarity, conciseness, relevance, consistency, answerability, and answer consistency. We demonstrate the appropriateness of these dimensions by examining their correlations and distinctions. Through consistent evaluations of QG models and automatic metrics with QGEval, we find that 1) most QG models perform unsatisfactorily in terms of answerability and answer consistency, and 2) existing metrics fail to align well with human judgments when evaluating generated questions across the 7 dimensions. We expect this work to foster the development of both QG technologies and their evaluation.
Recommender systems are widely used to suggest engaging content, and Large Language Models (LLMs) have given rise to generative recommenders. Such systems can directly generate items, including for open-set tasks like question suggestion. While the world knowledge of LLMs enable good recommendations, improving the generated content through user feedback is challenging as continuously fine-tuning LLMs is prohibitively expensive. We present a training-free approach for optimizing generative recommenders by connecting user feedback loops to LLM-based optimizers. We propose a generative explore-exploit method that can not only exploit generated items with known high engagement, but also actively explore and discover hidden population preferences to improve recommendation quality. We evaluate our approach on question generation in two domains (e-commerce and general knowledge), and model user feedback with Click Through Rate (CTR). Experiments show our LLM-based explore-exploit approach can iteratively improve recommendations, and consistently increase CTR. Ablation analysis shows that generative exploration is key to learning user preferences, avoiding the pitfalls of greedy exploit-only approaches. A human evaluation strongly supports our quantitative findings.
Question Answering (QA) datasets are crucial in assessing reading comprehension skills for both machines and humans. While numerous datasets have been developed in English for this purpose, a noticeable void exists in less-resourced languages. To alleviate this gap, our paper introduces machine-translated versions of FairytaleQA, a renowned QA dataset designed to assess and enhance narrative comprehension skills in young children. By employing fine-tuned, modest-scale models, we establish benchmarks for both Question Generation (QG) and QA tasks within the translated datasets. In addition, we present a case study proposing a model for generating question-answer pairs, with an evaluation incorporating quality metrics such as question well-formedness, answerability, relevance, and children suitability. Our evaluation prioritizes quantifying and describing error cases, along with providing directions for future work. This paper contributes to the advancement of QA and QG research in less-resourced languages, promoting accessibility and inclusivity in the development of these models for reading comprehension. The code and data is publicly available at github.com/bernardoleite/fairytaleqa-translated.
We explore the use of long-context capabilities in large language models to create synthetic reading comprehension data from entire books. Previous efforts to construct such datasets relied on crowd-sourcing, but the emergence of transformers with a context size of 1 million or more tokens now enables entirely automatic approaches. Our objective is to test the capabilities of LLMs to analyze, understand, and reason over problems that require a detailed comprehension of long spans of text, such as questions involving character arcs, broader themes, or the consequences of early actions later in the story. We propose a holistic pipeline for automatic data generation including question generation, answering, and model scoring using an ``Evaluator''. We find that a relative approach, comparing answers between models in a pairwise fashion and ranking with a Bradley-Terry model, provides a more consistent and differentiating scoring mechanism than an absolute scorer that rates answers individually. We also show that LLMs from different model families produce moderate agreement in their ratings. We ground our approach using the manually curated NarrativeQA dataset, where our evaluator shows excellent agreement with human judgement and even finds errors in the dataset. Using our automatic evaluation approach, we show that using an entire book as context produces superior reading comprehension performance compared to baseline no-context (parametric knowledge only) and retrieval-based approaches.
FAQ documents are commonly used with text documents and websites to provide important information in the form of question answer pairs to either aid in reading comprehension or provide a shortcut to the key ideas. We suppose that salient sentences from a given document serve as a good proxy fro the answers to an aggregated set of FAQs from readers. We propose a system for generating FAQ documents that extract the salient questions and their corresponding answers from sizeable text documents scraped from the Stanford Encyclopedia of Philosophy. We use existing text summarization, sentence ranking via the Text rank algorithm, and question-generation tools to create an initial set of questions and answers. Finally, we apply some heuristics to filter out invalid questions. We use human evaluation to rate the generated questions on grammar, whether the question is meaningful, and whether the question's answerability is present within a summarized context. On average, participants thought 71 percent of the questions were meaningful.
In the expanding field of language model applications, medical knowledge representation remains a significant challenge due to the specialized nature of the domain. Large language models, such as GPT-4, obtain reasonable scores on medical question answering tasks, but smaller models are far behind. In this work, we introduce a method to improve the proficiency of a small language model in the medical domain by employing a two-fold approach. We first fine-tune the model on a corpus of medical textbooks. Then, we use GPT-4 to generate questions similar to the downstream task, prompted with textbook knowledge, and use them to fine-tune the model. Additionally, we introduce ECN-QA, a novel medical question answering dataset containing ``progressive questions'' composed of related sequential questions. We show the benefits of our training strategy on this dataset. The study's findings highlight the potential of small language models in the medical domain when appropriately fine-tuned. The code and weights are available at https://github.com/raidium-med/MQG.
Transformer architectures contribute to managing long-term dependencies for Natural Language Processing, representing one of the most recent changes in the field. These architectures are the basis of the innovative, cutting-edge Large Language Models (LLMs) that have produced a huge buzz in several fields and industrial sectors, among the ones education stands out. Accordingly, these generative Artificial Intelligence-based solutions have directed the change in techniques and the evolution in educational methods and contents, along with network infrastructure, towards high-quality learning. Given the popularity of LLMs, this review seeks to provide a comprehensive overview of those solutions designed specifically to generate and evaluate educational materials and which involve students and teachers in their design or experimental plan. To the best of our knowledge, this is the first review of educational applications (e.g., student assessment) of LLMs. As expected, the most common role of these systems is as virtual tutors for automatic question generation. Moreover, the most popular models are GTP-3 and BERT. However, due to the continuous launch of new generative models, new works are expected to be published shortly.
Event Extraction (EE) is an essential information extraction task that aims to extract event-related information from unstructured texts. The paradigm of this task has shifted from conventional classification-based methods to more contemporary question-answering-based (QA-based) approaches. However, in QA-based EE, the quality of the questions dramatically affects the extraction accuracy, and how to generate high-quality questions for QA-based EE remains a challenge. In this work, to tackle this challenge, we suggest four criteria to evaluate the quality of a question and propose a reinforcement learning method, RLQG, for QA-based EE that can generate generalizable, high-quality, and context-dependent questions and provides clear guidance to QA models. The extensive experiments conducted on ACE and RAMS datasets have strongly validated our approach's effectiveness, which also demonstrates its robustness in scenarios with limited training data. The corresponding code of RLQG is released for further research.