Mexico

The practice of soliciting self-explanations from students is widely recognized for its pedagogical benefits. However, the labor-intensive effort required to manually assess students&#39; explanations makes it impractical for classroom settings. As a result, many current solutions to gauge students&#39; understanding during class are often limited to multiple choice or fill-in-the-blank questions, which are less effective at exposing misconceptions or helping students to understand and integrate new concepts. Recent advances in large language models (LLMs) present an opportunity to assess student explanations in real-time, making explanation-based classroom response systems feasible for implementation. In this work, we investigate LLM-based approaches for assessing the correctness of students&#39; explanations in response to undergraduate computer science questions. We investigate alternative prompting approaches for multiple LLMs (i.e., Llama 2, GPT-3.5, and GPT-4) and compare their performance to FLAN-T5 models trained in a fine-tuning manner. The results suggest that the highest accuracy and weighted F1 score were achieved by fine-tuning FLAN-T5, while an in-context learning approach with GPT-4 attains the highest macro F1 score.

NAACL 2024

Assessing Student Explanations with Large Language Models Using Fine-Tuning and Few-Shot Learning

automated short answer assessment

large language models

We are pleased to announce the Fortieth AAAI Conference on Artificial Intelligence (AAAI-26), which will be held in Singapore EXPO from January 20 to January 27, 2026.

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AAAI 2026

We are pleased to announce the Fortieth AAAI Conference on Artificial Intelligence (AAAI-26), which will be held in Singapore EXPO from January 20 to January 27, 2026.

The practice of soliciting self-explanations from students is widely recognized for its pedagogical benefits. However, the labor-intensive effort required to manually assess students' explanations makes it impractical for classroom settings. As a result, many current solutions to gauge students' understanding during class are often limited to multiple choice or fill-in-the-blank questions, which are less effective at exposing misconceptions or helping students to understand and integrate new concepts. Recent advances in large language models (LLMs) present an opportunity to assess student explanations in real-time, making explanation-based classroom response systems feasible for implementation. In this work, we investigate LLM-based approaches for assessing the correctness of students' explanations in response to undergraduate computer science questions. We investigate alternative prompting approaches for multiple LLMs (i.e., Llama 2, GPT-3.5, and GPT-4) and compare their performance to FLAN-T5 models trained in a fine-tuning manner. The results suggest that the highest accuracy and weighted F1 score were achieved by fine-tuning FLAN-T5, while an in-context learning approach with GPT-4 attains the highest macro F1 score.

workshop paper

## Welcome to 2024 Annual Conference of the North American Chapter of the Association for Computational Linguistics!
This year, the conference is in Mexico City. NAACL was actually already planned for Mexico City in 2021, but due to the pandemic the entire conference was moved online. This year, finally, we get to go! So it is my sincere pleasure to welcome you to Mexico City, whether in person or virtually. Having the conference in Mexico City is a good opportunity to emphasize that NAACL is our flagship conference for ACL members not only in North America but also in Central and South America, even though NAACL has been bearing “North” in its name. At this year’s conference, we have a theme to match, with a theme track on the Languages of Latin America to showcase the linguistic diversity of the region.
 
The opportunity to present at NAACL should not depend on a researcher’s travel budget, or their family status. This is why it is so important to make virtual participation at NAACL as good an experience as possible – but we want to also provide a good experience for in-person participants. As a community, we are still working out the best way to do that. This year at NAACL, we are trying out a big virtual poster session ahead of the conference, with the hope that this will make make for a lively and interactive experience. At the same time, we are reducing virtual oral presentations, which seem to be particularly tricky to make to work well. A big thanks to the NAACL program chairs and to Luciana Benotti for all their ideas and work to improve the virtual experience. And participants, virtual as well as in-person: Please let us know what worked for you and what didn’t, so we can continue to improve hybrid conferences. 
 
I have been lucky to work with many amazing people. Without their insight, dedication and patience, and without the many hours of work they put in, NAACL would not have been possible. A huge thank you to the program chairs Helena Gomez, Kevin Duh, and Steve Bethard – you are the best! 
 
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Welcome and hope you all enjoy the conference! 
Katrin Erk 
The University of Texas at Austin 
NAACL-2024 General Chair 
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2024 Annual Conference of the North American Chapter of the Association for Computational Linguistics

Generative language models have been used to study a wide variety of phenomena in NLP. This allows us to better understand the linguistic capabilities of those models and to better analyse the texts that we are working with. However, these studies have mainly focused on text generated by L1 speakers of English. In this paper we study whether linguistic competence of L2 learners of Swedish (through their performance on essay tasks) correlates with the perplexity of a decoder-only model (GPT-SW3). We run two sets of experiments, doing both quantitative and qualitative analyses for each of them. In the first one, we analyse the perplexities of the essays and compare them with the CEFR level of the essays, both from an essay-wide level and from a token level. In our second experiment, we compare the perplexity of an L2 learner essay with a normalised version of it. We find that the perplexity of essays tends to be lower for higher CEFR levels and that normalised essays have a lower perplexity than the original versions. Moreover, we find that different factors can lead to spikes in perplexity, not all of them being related to L2 learner language.

Harnessing GPT to Study Second Language Learner Essays: Can We Use Perplexity to Determine Linguistic Competence?

This paper describes our submission to the item difficulty prediction track of the BEA 2024 shared task. Our submission included the output of three systems: 1) a feature-based linear regression model, 2) a RoBERTa-based model and 3) a linear regression ensemble built on the predictions of the two previous models. Our systems ranked 7th, 8th and 5th respectively, demonstrating that simple models can achieve optimal results. A closer look at the results shows that predictions are more accurate for items in the middle of the difficulty range, with no other obvious relationships between difficulty and the accuracy of predictions.

The British Council submission to the BEA 2024 shared task

Estimating item parameters (e.g., the difficulty of a question) is an important part of modern high-stakes tests. Conventional methods require lengthy pilots to collect response data from a representative population of test-takers. The need for these pilots limit item bank size and how often those item banks can be refreshed, impacting test security, while increasing costs needed to support the test and taking up the test-taker's valuable time. Our paper presents a novel explanatory item response theory (IRT) model, BERT-IRT, that has been used on the Duolingo English Test (DET), a high-stakes test of English, to reduce the length of pilots by a factor of 10. Our evaluation shows how the model uses BERT embeddings and engineered NLP features to accelerate item piloting without sacrificing criterion validity or reliability.

BERT-IRT: Accelerating Item Piloting with BERT Embeddings and Explainable IRT Models

This paper explores the transferability of a cross-prompt argument mining model trained on argumentative essays authored by native English-speaking learners (EN-L1) across educational contexts and languages. Specifically, the adaptability of a multilingual transformer model is assessed through its application to comparable argumentative essays authored by English-as-a-foreign-language learners (EN-L2) for context transfer, and a dataset composed of essays written by native German learners (DE) for both language and task transfer. To separate language effects from educational context effects, we also perform experiments on a machine-translated version of the German dataset (DE-MT). Our findings demonstrate that, even under zero-shot conditions, a model trained on native English speakers exhibits satisfactory performance on the EN-L2/DE datasets. Machine translation does not substantially enhance this performance, suggesting that distinct writing styles across educational contexts impact performance more than language differences.

Transfer Learning of Argument Mining in Student Essays

This paper presents the results of our participation in the BEA 2024 shared task on the automated prediction of item difficulty and item response time (APIDIRT), hosted by the NBME (National Board of Medical Examiners). During this task, practice multiple-choice questions from the United States Medical Licensing Examination® (USMLE®) were shared, and research teams were tasked with devising systems capable of predicting the difficulty and average response time for new exam questions.

Our team, part of the interdisciplinary itec research group, participated in the task. We extracted linguistic features and clinical embeddings from question items and tested various modeling techniques, including statistical regression, machine learning, language models, and ensemble methods. Surprisingly, simpler
models such as Lasso and random forest regression, utilizing principal component features from linguistic and clinical embeddings, outperformed more complex models. In the competition, our random forest model ranked 4th out of 43 submissions for difficulty prediction, while the Lasso model secured the 2nd position out of 34 submissions for response time prediction. Further analysis suggests that had we submitted the Lasso model for difficulty prediction, we would have achieved an even higher ranking. We also observed that predicting response time is easier than predicting difficulty, with features such as item length, type, exam step, and analytical thinking influencing response time prediction more significantly.

ITEC at BEA 2024 Shared Task: Predicting Difficulty and Response Time of Medical Exam Questions with Statistical, Machine Learning, and Language Models

With increased attention to connecting science topics to real-world contexts, like issues of social justice, teachers need support to assess student progress in explaining such issues. In this work, we explore the robustness of NLP-based automatic content scoring models that provide insight into student ability to integrate their science and social justice ideas in two different environmental science contexts. We leverage encoder-only transformer models to capture the degree to which students explain a science phenomenon, understand the intersecting justice issues, and integrate their understanding of science and social justice. We developed models training on data from each of the contexts as well as from a combined dataset. We found that the models developed in one context generate educationally useful scores in the other context. The model trained on the combined dataset performed as well as or better than the models trained on separate datasets in most cases. Quadratic weighted kappas demonstrate that these models are above threshold for use in classrooms.

Building Robust Content Scoring Models for Student Explanations of Social Justice Science Issues

This research is situated in the space between an existing NLP capability and its use(s) in an educational context. We analyze oral reading data collected with a deployed automated speech analysis software and consider how the results of automated speech analysis can be interpreted and used to inform the ideation and design of a new feature -- feedback to learners and teachers. Our analysis shows how the details of the system's performance and the details of the context of use both significantly impact the ideation process.

From Miscue to Evidence of Difficulty: Analysis of Automatically Detected Miscues in Oral Reading for Feedback Potential

Lexical simplification (LS) is a process of replacing complex words with simpler alternatives to help readers understand sentences seamlessly. This process is divided into two primary subtasks: assessing word complexities and replacing high-complexity words with simpler alternatives. Employing task-specific supervised data to train models is a prevalent strategy for addressing these subtasks. However, such approach cannot be employed for low-resource languages. Therefore, this paper introduces a multilingual LS pipeline system that does not rely on supervised data. Specifically, we have developed systems based on GPT-4 for each subtask. Our systems demonstrated top-class performance on both tasks in many languages. The results indicate that GPT-4 can effectively assess lexical complexity and simplify complex words in a multilingual context with high quality.

TMU-HIT at MLSP 2024: How Well Can GPT-4 Tackle Multilingual Lexical Simplification?

Lexical simplification, the process of simplifying complex content in text without any modifications to the syntactical structure of text, plays a crucial role in enhancing comprehension and accessibility. This paper presents an approach to lexical simplification that relies on the capabilities of generative Artificial Intelligence (AI) models to predict the complexity of words and substitute complex words with simpler alternatives. Early lexical simplification methods predominantly relied on rule-based approaches, transitioning gradually to machine learning and deep learning techniques, leveraging contextual embeddings from large language models. However, the the emergence of generative AI models revolutionized the landscape of natural language processing, including lexical simplification. In this study, we proposed a straightforward yet effective method that employs generative AI models for both predicting lexical complexity and generating appropriate substitutions. To predict lexical complexity, we adopted three distinct types of prompt templates, while for lexical substitution, we employed three prompt templates alongside an ensemble approach. Extending our experimentation to include both English and Sinhala data, our approach demonstrated comparable performance across both languages, with particular strengths in lexical substitution.

ANU at MLSP-2024: Prompt-based Lexical Simplification for English and Sinhala

In this study, we investigate soundness of current Abstract Meaning Representation (AMR) similarity metrics in terms of equivalence and inequivalence. Specifically, AMR guidelines provide several equivalence and inequivalence conditions to reflect the meaning aspect of the semantics. Thus, it is important to examine an AMR metric's soundness, i.e., whether the metric correctly reflects the guidelines. However, the existing metrics have less investigated their soundness. In this work, we propose a new experimental method using simulated data and a series of statistical tests to verify the metric's soundness. Our experimental result revealed that all existing metrics such as Smatch, SemBLEU, S2match, Smatch++, WWLK-theta, WWLK-k3e2n, and SEMA did not fully meet the AMR guidelines in terms of equivalence and inequivalence aspects. Also, to alleviate this soundness problem, we suggest a revised metric called Smatch#, which adopts simple graph standardization technique that can improve the soundness of an existing metric.

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Next from NAACL 2024

Harnessing GPT to Study Second Language Learner Essays: Can We Use Perplexity to Determine Linguistic Competence?

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An Explanation-Based Classroom Response System for Real-Time Analysis of Undergraduate Students’ Natural Language Explanations

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