Daily Papers

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.

While exam-style questions are a fundamental educational tool serving a variety of purposes, manual construction of questions is a complex process that requires training, experience and resources. Automatic question generation (QG) techniques can be utilized to satisfy the need for a continuous supply of new questions by streamlining their generation. However, compared to automatic question answering (QA), QG is a more challenging task. In this work, we fine-tune a multilingual T5 (mT5) transformer in a multi-task setting for QA, QG and answer extraction tasks using Turkish QA datasets. To the best of our knowledge, this is the first academic work that performs automated text-to-text question generation from Turkish texts. Experimental evaluations show that the proposed multi-task setting achieves state-of-the-art Turkish question answering and question generation performance on TQuADv1, TQuADv2 datasets and XQuAD Turkish split. The source code and the pre-trained models are available at https://github.com/obss/turkish-question-generation.

The emergence of Large Language Models (LLMs) presents transformative opportunities for education, generating numerous novel application scenarios. However, significant challenges remain: evaluation metrics vary substantially across different educational scenarios, while many emerging scenarios lack appropriate assessment metrics. Current benchmarks predominantly measure general intelligence rather than pedagogical capabilities. To address this gap, we introduce ELMES, an open-source automated evaluation framework specifically designed for assessing LLMs in educational settings. ELMES features a modular architecture that enables researchers to create dynamic, multi-agent dialogues through simple configuration files, facilitating flexible scenario design without requiring extensive programming expertise. The framework incorporates a hybrid evaluation engine that objectively quantifies traditionally subjective pedagogical metrics using an LLM-as-a-Judge methodology. We conduct systematic benchmarking of state-of-the-art LLMs across four critical educational scenarios: Knowledge Point Explanation, Guided Problem-Solving Teaching, Interdisciplinary Lesson Plan Generation, and Contextualized Question Generation, employing fine-grained metrics developed in collaboration with education specialists. Our results demonstrate distinct capability distributions among models, revealing context-specific strengths and limitations. ELMES provides educators and researchers with an accessible evaluation framework that significantly reduces adaptation barriers for diverse educational applications while advancing the practical implementation of LLMs in pedagogy. The framework is publicly available at https://github.com/sii-research/elmes.git.

Personalized education systems increasingly rely on structured knowledge representations to support adaptive learning and question generation. However, existing approaches face two fundamental limitations. First, constructing and maintaining knowledge graphs for educational content largely depends on manual curation, resulting in high cost and poor scalability. Second, most personalized education systems lack effective support for state-aware and systematic reasoning over learners' knowledge, and therefore rely on static question banks with limited adaptability. To address these challenges, this paper proposes a Generative GraphRAG framework for automated knowledge modeling and personalized exercise generation. It consists of two core modules. The first module, Automated Hierarchical Knowledge Graph Constructor (Auto-HKG), leverages LLMs to automatically construct hierarchical knowledge graphs that capture structured concepts and their semantic relations from educational resources. The second module, Cognitive GraphRAG (CG-RAG), performs graph-based reasoning over a learner mastery graph and combines it with retrieval-augmented generation to produce personalized exercises that adapt to individual learning states. The proposed framework has been deployed in real-world educational scenarios, where it receives favorable user feedback, suggesting its potential to support practical personalized education systems.

The development of Large Language Models (LLMs) increasingly depends on high-quality supervised data, yet existing instruction-tuning and RL datasets remain costly to curate and often rely on synthetic samples that introduce hallucination and limited diversity. At the same time, textbooks and exercise materials contain abundant, high-quality human-authored Question-Answer(QA) content that remains underexploited due to the difficulty of transforming raw PDFs into AI-ready supervision. Although modern OCR and vision-language models can accurately parse document structure, their outputs lack the semantic alignment required for training. We propose an automated pipeline that extracts well-formed QA and visual-QA (VQA) pairs from educational documents by combining layout-aware OCR with LLM-based semantic parsing. Experiments across diverse document types show that the method produces accurate, aligned, and low-noise QA/VQA pairs. This approach enables scalable use of real-world educational content and provides a practical alternative to synthetic data generation for improving reasoning-oriented LLM training. All code and data-processing pipelines are open-sourced at https://github.com/OpenDCAI/DataFlow.

Large Language Models (LLMs) have demonstrated remarkable capabilities in various educational tasks, yet their alignment with human learning patterns, particularly in predicting which incorrect options students are most likely to select in multiple-choice questions (MCQs), remains underexplored. Our work investigates the relationship between LLM generation likelihood and student response distributions in MCQs with a specific focus on distractor selections. We collect a comprehensive dataset of MCQs with real-world student response distributions to explore two fundamental research questions: (1). RQ1 - Do the distractors that students more frequently select correspond to those that LLMs assign higher generation likelihood to? (2). RQ2 - When an LLM selects a incorrect choice, does it choose the same distractor that most students pick? Our experiments reveals moderate correlations between LLM-assigned probabilities and student selection patterns for distractors in MCQs. Additionally, when LLMs make mistakes, they are more likley to select the same incorrect answers that commonly mislead students, which is a pattern consistent across both small and large language models. Our work provides empirical evidence that despite LLMs' strong performance on generating educational content, there remains a gap between LLM's underlying reasoning process and human cognitive processes in identifying confusing distractors. Our findings also have significant implications for educational assessment development. The smaller language models could be efficiently utilized for automated distractor generation as they demonstrate similar patterns in identifying confusing answer choices as larger language models. This observed alignment between LLMs and student misconception patterns opens new opportunities for generating high-quality distractors that complement traditional human-designed distractors.

Generating educational questions of fairytales or storybooks is vital for improving children's literacy ability. However, it is challenging to generate questions that capture the interesting aspects of a fairytale story with educational meaningfulness. In this paper, we propose a novel question generation method that first learns the question type distribution of an input story paragraph, and then summarizes salient events which can be used to generate high-cognitive-demand questions. To train the event-centric summarizer, we finetune a pre-trained transformer-based sequence-to-sequence model using silver samples composed by educational question-answer pairs. On a newly proposed educational question answering dataset FairytaleQA, we show good performance of our method on both automatic and human evaluation metrics. Our work indicates the necessity of decomposing question type distribution learning and event-centric summary generation for educational question generation.

Automatic question generation (QG) serves a wide range of purposes, such as augmenting question-answering (QA) corpora, enhancing chatbot systems, and developing educational materials. Despite its importance, most existing datasets predominantly focus on English, resulting in a considerable gap in data availability for other languages. Cross-lingual transfer for QG (XLT-QG) addresses this limitation by allowing models trained on high-resource language datasets to generate questions in low-resource languages. In this paper, we propose a simple and efficient XLT-QG method that operates without the need for monolingual, parallel, or labeled data in the target language, utilizing a small language model. Our model, trained solely on English QA datasets, learns interrogative structures from a limited set of question exemplars, which are then applied to generate questions in the target language. Experimental results show that our method outperforms several XLT-QG baselines and achieves performance comparable to GPT-3.5-turbo across different languages. Additionally, the synthetic data generated by our model proves beneficial for training multilingual QA models. With significantly fewer parameters than large language models and without requiring additional training for target languages, our approach offers an effective solution for QG and QA tasks across various languages.

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.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

We study automatic question generation for sentences from text passages in reading comprehension. We introduce an attention-based sequence learning model for the task and investigate the effect of encoding sentence- vs. paragraph-level information. In contrast to all previous work, our model does not rely on hand-crafted rules or a sophisticated NLP pipeline; it is instead trainable end-to-end via sequence-to-sequence learning. Automatic evaluation results show that our system significantly outperforms the state-of-the-art rule-based system. In human evaluations, questions generated by our system are also rated as being more natural (i.e., grammaticality, fluency) and as more difficult to answer (in terms of syntactic and lexical divergence from the original text and reasoning needed to answer).

We conduct a feasibility study into the applicability of answer-agnostic question generation models to textbook passages. We show that a significant portion of errors in such systems arise from asking irrelevant or uninterpretable questions and that such errors can be ameliorated by providing summarized input. We find that giving these models human-written summaries instead of the original text results in a significant increase in acceptability of generated questions (33% rightarrow 83%) as determined by expert annotators. We also find that, in the absence of human-written summaries, automatic summarization can serve as a good middle ground.

The ability to ask questions is important in both human and machine intelligence. Learning to ask questions helps knowledge acquisition, improves question-answering and machine reading comprehension tasks, and helps a chatbot to keep the conversation flowing with a human. Existing question generation models are ineffective at generating a large amount of high-quality question-answer pairs from unstructured text, since given an answer and an input passage, question generation is inherently a one-to-many mapping. In this paper, we propose Answer-Clue-Style-aware Question Generation (ACS-QG), which aims at automatically generating high-quality and diverse question-answer pairs from unlabeled text corpus at scale by imitating the way a human asks questions. Our system consists of: i) an information extractor, which samples from the text multiple types of assistive information to guide question generation; ii) neural question generators, which generate diverse and controllable questions, leveraging the extracted assistive information; and iii) a neural quality controller, which removes low-quality generated data based on text entailment. We compare our question generation models with existing approaches and resort to voluntary human evaluation to assess the quality of the generated question-answer pairs. The evaluation results suggest that our system dramatically outperforms state-of-the-art neural question generation models in terms of the generation quality, while being scalable in the meantime. With models trained on a relatively smaller amount of data, we can generate 2.8 million quality-assured question-answer pairs from a million sentences found in Wikipedia.

Automatic question generation aims to generate questions from a text passage where the generated questions can be answered by certain sub-spans of the given passage. Traditional methods mainly use rigid heuristic rules to transform a sentence into related questions. In this work, we propose to apply the neural encoder-decoder model to generate meaningful and diverse questions from natural language sentences. The encoder reads the input text and the answer position, to produce an answer-aware input representation, which is fed to the decoder to generate an answer focused question. We conduct a preliminary study on neural question generation from text with the SQuAD dataset, and the experiment results show that our method can produce fluent and diverse questions.

We propose a type-controlled framework for inquisitive question generation. We annotate an inquisitive question dataset with question types, train question type classifiers, and finetune models for type-controlled question generation. Empirical results demonstrate that we can generate a variety of questions that adhere to specific types while drawing from the source texts. We also investigate strategies for selecting a single question from a generated set, considering both an informative vs.~inquisitive question classifier and a pairwise ranker trained from a small set of expert annotations. Question selection using the pairwise ranker yields strong results in automatic and manual evaluation. Our human evaluation assesses multiple aspects of the generated questions, finding that the ranker chooses questions with the best syntax (4.59), semantics (4.37), and inquisitiveness (3.92) on a scale of 1-5, even rivaling the performance of human-written questions.

Reading is integral to everyday life, and yet learning to read is a struggle for many young learners. During lessons, teachers can use comprehension questions to increase engagement, test reading skills, and improve retention. Historically such questions were written by skilled teachers, but recently language models have been used to generate comprehension questions. However, many existing Question Generation (QG) systems focus on generating literal questions from the text, and have no way to control the type of the generated question. In this paper, we study QG for reading comprehension where inferential questions are critical and extractive techniques cannot be used. We propose a two-step model (HTA-WTA) that takes advantage of previous datasets, and can generate questions for a specific targeted comprehension skill. We propose a new reading comprehension dataset that contains questions annotated with story-based reading comprehension skills (SBRCS), allowing for a more complete reader assessment. Across several experiments, our results show that HTA-WTA outperforms multiple strong baselines on this new dataset. We show that the HTA-WTA model tests for strong SCRS by asking deep inferential questions.

A common way of assessing language learners' mastery of vocabulary is via multiple-choice cloze (i.e., fill-in-the-blank) questions. But the creation of test items can be laborious for individual teachers or in large-scale language programs. In this paper, we evaluate a new method for automatically generating these types of questions using large language models (LLM). The VocaTT (vocabulary teaching and training) engine is written in Python and comprises three basic steps: pre-processing target word lists, generating sentences and candidate word options using GPT, and finally selecting suitable word options. To test the efficiency of this system, 60 questions were generated targeting academic words. The generated items were reviewed by expert reviewers who judged the well-formedness of the sentences and word options, adding comments to items judged not well-formed. Results showed a 75% rate of well-formedness for sentences and 66.85% rate for suitable word options. This is a marked improvement over the generator used earlier in our research which did not take advantage of GPT's capabilities. Post-hoc qualitative analysis reveals several points for improvement in future work including cross-referencing part-of-speech tagging, better sentence validation, and improving GPT prompts.

Retrieval-augmented generation (RAG) enhances large language models (LLMs) by incorporating retrieved information. Standard retrieval process prioritized relevance, focusing on topical alignment between queries and passages. In contrast, in RAG, the emphasis has shifted to utility, which considers the usefulness of passages for generating accurate answers. Despite empirical evidence showing the benefits of utility-based retrieval in RAG, the high computational cost of using LLMs for utility judgments limits the number of passages evaluated. This restriction is problematic for complex queries requiring extensive information. To address this, we propose a method to distill the utility judgment capabilities of LLMs into smaller, more efficient models. Our approach focuses on utility-based selection rather than ranking, enabling dynamic passage selection tailored to specific queries without the need for fixed thresholds. We train student models to learn pseudo-answer generation and utility judgments from teacher LLMs, using a sliding window method that dynamically selects useful passages. Our experiments demonstrate that utility-based selection provides a flexible and cost-effective solution for RAG, significantly reducing computational costs while improving answer quality. We present the distillation results using Qwen3-32B as the teacher model for both relevance ranking and utility-based selection, distilled into RankQwen1.7B and UtilityQwen1.7B. Our findings indicate that for complex questions, utility-based selection is more effective than relevance ranking in enhancing answer generation performance. We will release the relevance ranking and utility-based selection annotations for the MS MARCO dataset, supporting further research in this area.

Assessing and enhancing human learning through question-answering is vital, yet automating this process remains challenging. While large language models (LLMs) excel at summarization and query responses, their ability to generate meaningful questions for learners is underexplored. We propose Savaal, a scalable question-generation system with three objectives: (i) scalability, enabling question generation from hundreds of pages of text (ii) depth of understanding, producing questions beyond factual recall to test conceptual reasoning, and (iii) domain-independence, automatically generating questions across diverse knowledge areas. Instead of providing an LLM with large documents as context, Savaal improves results with a three-stage processing pipeline. Our evaluation with 76 human experts on 71 papers and PhD dissertations shows that Savaal generates questions that better test depth of understanding by 6.5X for dissertations and 1.5X for papers compared to a direct-prompting LLM baseline. Notably, as document length increases, Savaal's advantages in higher question quality and lower cost become more pronounced.

Generative models for open domain question answering have proven to be competitive, without resorting to external knowledge. While promising, this approach requires to use models with billions of parameters, which are expensive to train and query. In this paper, we investigate how much these models can benefit from retrieving text passages, potentially containing evidence. We obtain state-of-the-art results on the Natural Questions and TriviaQA open benchmarks. Interestingly, we observe that the performance of this method significantly improves when increasing the number of retrieved passages. This is evidence that generative models are good at aggregating and combining evidence from multiple passages.

We present a novel method for obtaining high-quality, domain-targeted multiple choice questions from crowd workers. Generating these questions can be difficult without trading away originality, relevance or diversity in the answer options. Our method addresses these problems by leveraging a large corpus of domain-specific text and a small set of existing questions. It produces model suggestions for document selection and answer distractor choice which aid the human question generation process. With this method we have assembled SciQ, a dataset of 13.7K multiple choice science exam questions (Dataset available at http://allenai.org/data.html). We demonstrate that the method produces in-domain questions by providing an analysis of this new dataset and by showing that humans cannot distinguish the crowdsourced questions from original questions. When using SciQ as additional training data to existing questions, we observe accuracy improvements on real science exams.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Motivated by suggested question generation in conversational news recommendation systems, we propose a model for generating question-answer pairs (QA pairs) with self-contained, summary-centric questions and length-constrained, article-summarizing answers. We begin by collecting a new dataset of news articles with questions as titles and pairing them with summaries of varying length. This dataset is used to learn a QA pair generation model producing summaries as answers that balance brevity with sufficiency jointly with their corresponding questions. We then reinforce the QA pair generation process with a differentiable reward function to mitigate exposure bias, a common problem in natural language generation. Both automatic metrics and human evaluation demonstrate these QA pairs successfully capture the central gists of the articles and achieve high answer accuracy.

This paper introduces an innovative approach using Retrieval-Augmented Generation (RAG) pipelines with Large Language Models (LLMs) to enhance information retrieval and query response systems for university-related question answering. By systematically extracting data from the university official webpage and employing advanced prompt engineering techniques, we generate accurate, contextually relevant responses to user queries. We developed a comprehensive university benchmark, UniversityQuestionBench (UQB), to rigorously evaluate our system performance, based on common key metrics in the filed of RAG pipelines, assessing accuracy and reliability through various metrics and real-world scenarios. Our experimental results demonstrate significant improvements in the precision and relevance of generated responses, enhancing user experience and reducing the time required to obtain relevant answers. In summary, this paper presents a novel application of RAG pipelines and LLMs, supported by a meticulously prepared university benchmark, offering valuable insights into advanced AI techniques for academic data retrieval and setting the stage for future research in this domain.

A major obstacle to the wide-spread adoption of neural retrieval models is that they require large supervised training sets to surpass traditional term-based techniques, which are constructed from raw corpora. In this paper, we propose an approach to zero-shot learning for passage retrieval that uses synthetic question generation to close this gap. The question generation system is trained on general domain data, but is applied to documents in the targeted domain. This allows us to create arbitrarily large, yet noisy, question-passage relevance pairs that are domain specific. Furthermore, when this is coupled with a simple hybrid term-neural model, first-stage retrieval performance can be improved further. Empirically, we show that this is an effective strategy for building neural passage retrieval models in the absence of large training corpora. Depending on the domain, this technique can even approach the accuracy of supervised models.

Recent studies show that large language models (LLMs) can be instructed to effectively perform zero-shot passage re-ranking, in which the results of a first stage retrieval method, such as BM25, are rated and reordered to improve relevance. In this work, we improve LLM-based re-ranking by algorithmically selecting few-shot demonstrations to include in the prompt. Our analysis investigates the conditions where demonstrations are most helpful, and shows that adding even one demonstration is significantly beneficial. We propose a novel demonstration selection strategy based on difficulty rather than the commonly used semantic similarity. Furthermore, we find that demonstrations helpful for ranking are also effective at question generation. We hope our work will spur more principled research into question generation and passage ranking.

We demonstrate that a neural network pre-trained on text and fine-tuned on code solves mathematics course problems, explains solutions, and generates new questions at a human level. We automatically synthesize programs using few-shot learning and OpenAI's Codex transformer and execute them to solve course problems at 81% automatic accuracy. We curate a new dataset of questions from MIT's largest mathematics courses (Single Variable and Multivariable Calculus, Differential Equations, Introduction to Probability and Statistics, Linear Algebra, and Mathematics for Computer Science) and Columbia University's Computational Linear Algebra. We solve questions from a MATH dataset (on Prealgebra, Algebra, Counting and Probability, Intermediate Algebra, Number Theory, and Precalculus), the latest benchmark of advanced mathematics problems designed to assess mathematical reasoning. We randomly sample questions and generate solutions with multiple modalities, including numbers, equations, and plots. The latest GPT-3 language model pre-trained on text automatically solves only 18.8% of these university questions using zero-shot learning and 30.8% using few-shot learning and the most recent chain of thought prompting. In contrast, program synthesis with few-shot learning using Codex fine-tuned on code generates programs that automatically solve 81% of these questions. Our approach improves the previous state-of-the-art automatic solution accuracy on the benchmark topics from 8.8% to 81.1%. We perform a survey to evaluate the quality and difficulty of generated questions. This work is the first to automatically solve university-level mathematics course questions at a human level and the first work to explain and generate university-level mathematics course questions at scale, a milestone for higher education.

In AI-facilitated teaching, leveraging various query styles to interpret abstract educational content is crucial for delivering effective and accessible learning experiences. However, existing retrieval systems predominantly focus on natural text-image matching and lack the capacity to address the diversity and ambiguity inherent in real-world educational scenarios. To address this limitation, we develop a lightweight and efficient multi-modal retrieval module, named Uni-Retrieval, which extracts query-style prototypes and dynamically matches them with tokens from a continually updated Prompt Bank. This Prompt Bank encodes and stores domain-specific knowledge by leveraging a Mixture-of-Expert Low-Rank Adaptation (MoE-LoRA) module and can be adapted to enhance Uni-Retrieval's capability to accommodate unseen query types at test time. To enable natural language educational content generation, we integrate the original Uni-Retrieval with a compact instruction-tuned language model, forming a complete retrieval-augmented generation pipeline named Uni-RAG. Given a style-conditioned query, Uni-RAG first retrieves relevant educational materials and then generates human-readable explanations, feedback, or instructional content aligned with the learning objective. Experimental results on SER and other multi-modal benchmarks show that Uni-RAG outperforms baseline retrieval and RAG systems in both retrieval accuracy and generation quality, while maintaining low computational cost. Our framework provides a scalable, pedagogically grounded solution for intelligent educational systems, bridging retrieval and generation to support personalized, explainable, and efficient learning assistance across diverse STEM scenarios.

Recent work finds that retrieval-augmented generation with large language models is prone to be influenced by the order of retrieved documents in the context. However, the lack of in-depth analysis limits the use of this phenomenon for prompt engineering in practice. In this study, we posit that likelihoods serve as an effective gauge for language model performance. Through experiments on two question-answering datasets with a variety of state-of-the-art language models, we reveal correlations between answer accuracy and the likelihood of the question at both the corpus level and the instance level. In addition, we find that question likelihood can also indicate the position of the task-relevant information in the context. Based on these findings, we propose two methods that use question likelihood as a gauge for selecting and constructing prompts that lead to better performance. We demonstrate their effectiveness with experiments. In addition, our likelihood-based methods are efficient, as they only need to compute the likelihood of the input, requiring much fewer language model passes than heuristic prompt engineering methods that require generating responses. Our analysis deepens our understanding of how input prompts affect model performance and provides a promising direction for efficient prompt optimization.

We introduce the first large-scale corpus for long-form question answering, a task requiring elaborate and in-depth answers to open-ended questions. The dataset comprises 270K threads from the Reddit forum ``Explain Like I'm Five'' (ELI5) where an online community provides answers to questions which are comprehensible by five year olds. Compared to existing datasets, ELI5 comprises diverse questions requiring multi-sentence answers. We provide a large set of web documents to help answer the question. Automatic and human evaluations show that an abstractive model trained with a multi-task objective outperforms conventional Seq2Seq, language modeling, as well as a strong extractive baseline. However, our best model is still far from human performance since raters prefer gold responses in over 86% of cases, leaving ample opportunity for future improvement.

Recent research highlights the challenges retrieval models face in retrieving useful contexts and the limitations of generation models in effectively utilizing those contexts in retrieval-augmented generation (RAG) settings. To address these challenges, we introduce RAG-RL, the first reasoning language model (RLM) specifically trained for RAG. RAG-RL demonstrates that stronger answer generation models can identify relevant contexts within larger sets of retrieved information -- thereby alleviating the burden on retrievers -- while also being able to utilize those contexts more effectively. Moreover, we show that curriculum design in the reinforcement learning (RL) post-training process is a powerful approach to enhancing model performance. We benchmark our method on two open-domain question-answering datasets and achieve state-of-the-art results, surpassing previous SOTA generative reader models. In addition, we offers empirical insights into various curriculum learning strategies, providing a deeper understanding of their impact on model performance.

Existing metrics for evaluating the quality of automatically generated questions such as BLEU, ROUGE, BERTScore, and BLEURT compare the reference and predicted questions, providing a high score when there is a considerable lexical overlap or semantic similarity between the candidate and the reference questions. This approach has two major shortcomings. First, we need expensive human-provided reference questions. Second, it penalises valid questions that may not have high lexical or semantic similarity to the reference questions. In this paper, we propose a new metric, RQUGE, based on the answerability of the candidate question given the context. The metric consists of a question-answering and a span scorer modules, using pre-trained models from existing literature, thus it can be used without any further training. We demonstrate that RQUGE has a higher correlation with human judgment without relying on the reference question. Additionally, RQUGE is shown to be more robust to several adversarial corruptions. Furthermore, we illustrate that we can significantly improve the performance of QA models on out-of-domain datasets by fine-tuning on synthetic data generated by a question generation model and re-ranked by RQUGE.

In recent years, corpus-driven AI methods, such as Large Language Models (LLMs), have seen widespread use in education. While on the surface their abilities look promising for tasks ranging from generating assessment materials to simulating student performance, we should be aware of the subtle nuances of their frequentist nature that might be affecting their behaviour. In this work, we focus on the aspect of corpus frequency in the context of creating high-quality Multiple Choice Questions (MCQs), specifically asking: What if corpus prevalence were enough to identify the correct answer to an MCQ? We propose a computational method of assessing corpus prevalence of MCQ options in large text corpora leveraging textual embeddings using both expert- and machine-generated MCQ sets. The key finding, across three large question sets, is that correct answers, independently of the question stem, are significantly more available than incorrect options. Specifically, using Wikipedia as the retrieval corpus, we find that always selecting the most prevalent option leads to scores up to 9.0% above the random-guess baseline. We also find that MCQ distractors generated by LLMs often show similar patterns of prevalence compared to expert-created options, despite the LLMs' frequentist nature and their training on large collections of textual data. Moreover, we find that corpus prevalence does not necessarily correlate with how recognisable terms are to humans. This highlights the need to better understand how corpora are used in AI-driven methods for education, whether applied directly or indirectly via LLMs.

In this paper, we propose the task of consecutive question generation (CQG), which generates a set of logically related question-answer pairs to understand a whole passage, with a comprehensive consideration of the aspects including accuracy, coverage, and informativeness. To achieve this, we first examine the four key elements of CQG, i.e., question, answer, rationale, and context history, and propose a novel dynamic multitask framework with one main task generating a question-answer pair, and four auxiliary tasks generating other elements. It directly helps the model generate good questions through both joint training and self-reranking. At the same time, to fully explore the worth-asking information in a given passage, we make use of the reranking losses to sample the rationales and search for the best question series globally. Finally, we measure our strategy by QA data augmentation and manual evaluation, as well as a novel application of generated question-answer pairs on DocNLI. We prove that our strategy can improve question generation significantly and benefit multiple related NLP tasks.

We present MTRAG-UN, a benchmark for exploring open challenges in multi-turn retrieval augmented generation, a popular use of large language models. We release a benchmark of 666 tasks containing over 2,800 conversation turns across 6 domains with accompanying corpora. Our experiments show that retrieval and generation models continue to struggle on conversations with UNanswerable, UNderspecified, and NONstandalone questions and UNclear responses. Our benchmark is available at https://github.com/IBM/mt-rag-benchmark

This paper introduces an approach to question answering over knowledge bases like Wikipedia and Wikidata by performing "question-to-question" matching and retrieval from a dense vector embedding store. Instead of embedding document content, we generate a comprehensive set of questions for each logical content unit using an instruction-tuned LLM. These questions are vector-embedded and stored, mapping to the corresponding content. Vector embedding of user queries are then matched against this question vector store. The highest similarity score leads to direct retrieval of the associated article content, eliminating the need for answer generation. Our method achieves high cosine similarity ( > 0.9 ) for relevant question pairs, enabling highly precise retrieval. This approach offers several advantages including computational efficiency, rapid response times, and increased scalability. We demonstrate its effectiveness on Wikipedia and Wikidata, including multimedia content through structured fact retrieval from Wikidata, opening up new pathways for multimodal question answering.

Asking questions about a situation is an inherent step towards understanding it. To this end, we introduce the task of role question generation, which, given a predicate mention and a passage, requires producing a set of questions asking about all possible semantic roles of the predicate. We develop a two-stage model for this task, which first produces a context-independent question prototype for each role and then revises it to be contextually appropriate for the passage. Unlike most existing approaches to question generation, our approach does not require conditioning on existing answers in the text. Instead, we condition on the type of information to inquire about, regardless of whether the answer appears explicitly in the text, could be inferred from it, or should be sought elsewhere. Our evaluation demonstrates that we generate diverse and well-formed questions for a large, broad-coverage ontology of predicates and roles.

Creating multiple-choice questions to assess reading comprehension of a given article involves generating question-answer pairs (QAPs) and adequate distractors. We present two methods to tackle the challenge of QAP generations: (1) A deep-learning-based end-to-end question generation system based on T5 Transformer with Preprocessing and Postprocessing Pipelines (TP3). We use the finetuned T5 model for our downstream task of question generation and improve accuracy using a combination of various NLP tools and algorithms in preprocessing and postprocessing to select appropriate answers and filter undesirable questions. (2) A sequence-learning-based scheme to generate adequate QAPs via meta-sequence representations of sentences. A meta-sequence is a sequence of vectors comprising semantic and syntactic tags. we devise a scheme called MetaQA to learn meta sequences from training data to form pairs of a meta sequence for a declarative sentence and a corresponding interrogative sentence. The TP3 works well on unseen data, which is complemented by MetaQA. Both methods can generate well-formed and grammatically correct questions. Moreover, we present a novel approach to automatically generate adequate distractors for a given QAP. The method is a combination of part-of-speech tagging, named-entity tagging, semantic-role labeling, regular expressions, domain knowledge bases, word embeddings, word edit distance, WordNet, and other algorithms.

The task of Critical Questions Generation (CQs-Gen) aims to foster critical thinking by enabling systems to generate questions that expose underlying assumptions and challenge the validity of argumentative reasoning structures. Despite growing interest in this area, progress has been hindered by the lack of suitable datasets and automatic evaluation standards. This paper presents a comprehensive approach to support the development and benchmarking of systems for this task. We construct the first large-scale dataset including ~5K manually annotated questions. We also investigate automatic evaluation methods and propose reference-based techniques as the strategy that best correlates with human judgments. Our zero-shot evaluation of 11 LLMs establishes a strong baseline while showcasing the difficulty of the task. Data and code plus a public leaderboard are provided to encourage further research, not only in terms of model performance, but also to explore the practical benefits of CQs-Gen for both automated reasoning and human critical thinking.

The integration of retrieved passages and large language models (LLMs), such as ChatGPTs, has significantly contributed to improving open-domain question answering. However, there is still a lack of exploration regarding the optimal approach for incorporating retrieved passages into the answer generation process. This paper aims to fill this gap by investigating different methods of combining retrieved passages with LLMs to enhance answer generation. We begin by examining the limitations of a commonly-used concatenation approach. Surprisingly, this approach often results in generating "unknown" outputs, even when the correct document is among the top-k retrieved passages. To address this issue, we explore four alternative strategies for integrating the retrieved passages with the LLMs. These strategies include two single-round methods that utilize chain-of-thought reasoning and two multi-round strategies that incorporate feedback loops. Through comprehensive analyses and experiments, we provide insightful observations on how to effectively leverage retrieved passages to enhance the answer generation capability of LLMs.

As we embark on a new era of LLMs, it becomes increasingly crucial to understand their capabilities, limitations, and differences. Toward making further progress in this direction, we strive to build a deeper understanding of the gaps between massive LLMs (e.g., ChatGPT) and smaller yet effective open-source LLMs and their distilled counterparts. To this end, we specifically focus on long-form question answering (LFQA) because it has several practical and impactful applications (e.g., troubleshooting, customer service, etc.) yet is still understudied and challenging for LLMs. We propose a question-generation method from abstractive summaries and show that generating follow-up questions from summaries of long documents can create a challenging setting for LLMs to reason and infer from long contexts. Our experimental results confirm that: (1) our proposed method of generating questions from abstractive summaries pose a challenging setup for LLMs and shows performance gaps between LLMs like ChatGPT and open-source LLMs (Alpaca, Llama) (2) open-source LLMs exhibit decreased reliance on context for generated questions from the original document, but their generation capabilities drop significantly on generated questions from summaries -- especially for longer contexts (>1024 tokens)

We present KGConv, a large, conversational corpus of 71k conversations where each question-answer pair is grounded in a Wikidata fact. Conversations contain on average 8.6 questions and for each Wikidata fact, we provide multiple variants (12 on average) of the corresponding question using templates, human annotations, hand-crafted rules and a question rewriting neural model. We provide baselines for the task of Knowledge-Based, Conversational Question Generation. KGConv can further be used for other generation and analysis tasks such as single-turn question generation from Wikidata triples, question rewriting, question answering from conversation or from knowledge graphs and quiz generation.

Mathematical questioning is crucial for assessing students problem-solving skills. Since manually creating such questions requires substantial effort, automatic methods have been explored. Existing state-of-the-art models rely on fine-tuning strategies and struggle to generate questions that heavily involve multiple steps of logical and arithmetic reasoning. Meanwhile, large language models(LLMs) such as ChatGPT have excelled in many NLP tasks involving logical and arithmetic reasoning. Nonetheless, their applications in generating educational questions are underutilized, especially in the field of mathematics. To bridge this gap, we take the first step to conduct an in-depth analysis of ChatGPT in generating pre-university math questions. Our analysis is categorized into two main settings: context-aware and context-unaware. In the context-aware setting, we evaluate ChatGPT on existing math question-answering benchmarks covering elementary, secondary, and ternary classes. In the context-unaware setting, we evaluate ChatGPT in generating math questions for each lesson from pre-university math curriculums that we crawl. Our crawling results in TopicMath, a comprehensive and novel collection of pre-university math curriculums collected from 121 math topics and 428 lessons from elementary, secondary, and tertiary classes. Through this analysis, we aim to provide insight into the potential of ChatGPT as a math questioner.

Question generation (QG) is the task of generating a valid and fluent question based on a given context and the target answer. According to various purposes, even given the same context, instructors can ask questions about different concepts, and even the same concept can be written in different ways. However, the evaluation for QG usually depends on single reference-based similarity metrics, such as n-gram-based metric or learned metric, which is not sufficient to fully evaluate the potential of QG methods. To this end, we propose to paraphrase the reference question for a more robust QG evaluation. Using large language models such as GPT-3, we created semantically and syntactically diverse questions, then adopt the simple aggregation of the popular evaluation metrics as the final scores. Through our experiments, we found that using multiple (pseudo) references is more effective for QG evaluation while showing a higher correlation with human evaluations than evaluation with a single reference.

This paper contains what the Georgetown InfoSense group has done in regard to solving the challenges presented by TREC iKAT 2023. Our submitted runs outperform the median runs by a significant margin, exhibiting superior performance in nDCG across various cut numbers and in overall success rate. Our approach uses a Generate-Retrieve-Generate method, which we've found to greatly outpace Retrieve-Then-Generate approaches for the purposes of iKAT. Our solution involves the use of Large Language Models (LLMs) for initial answers, answer grounding by BM25, passage quality filtering by logistic regression, and answer generation by LLMs again. We leverage several purpose-built Language Models, including BERT, Chat-based, and text-to-transfer-based models, for text understanding, classification, generation, and summarization. The official results of the TREC evaluation contradict our initial self-evaluation, which may suggest that a decrease in the reliance on our retrieval and classification methods is better. Nonetheless, our findings suggest that the sequence of involving these different components matters, where we see an essentiality of using LLMs before using search engines.

Open-domain question answering has exploded in popularity recently due to the success of dense retrieval models, which have surpassed sparse models using only a few supervised training examples. However, in this paper, we demonstrate current dense models are not yet the holy grail of retrieval. We first construct EntityQuestions, a set of simple, entity-rich questions based on facts from Wikidata (e.g., "Where was Arve Furset born?"), and observe that dense retrievers drastically underperform sparse methods. We investigate this issue and uncover that dense retrievers can only generalize to common entities unless the question pattern is explicitly observed during training. We discuss two simple solutions towards addressing this critical problem. First, we demonstrate that data augmentation is unable to fix the generalization problem. Second, we argue a more robust passage encoder helps facilitate better question adaptation using specialized question encoders. We hope our work can shed light on the challenges in creating a robust, universal dense retriever that works well across different input distributions.

Question generation is a conditioned language generation task that consists in generating a context-aware question given a context and the targeted answer. Train language modelling with a mere likelihood maximization has been widely used while suffering from exposure bias and the discordance between the training and the test metrics. In the way of addressing this issue, The presented work portrays a fully Transformer-based reinforcement learning generator-evaluation architecture for neural question generation. To edge the flexibility of the generation, a semantic-based reward score was externally infused during the training to drive the training of the language model. The global architecture is laid out in a generator-evaluator fashion optimized directly to n-gram and semantic-based metrics. Evaluation metrics for language modelling only based on n-gram overlapping do not consider semantic relations between reference and candidate sequences. To improve the evaluation step, a two-fold evaluation was carried out. On the one side, an n-gram overlapping evaluation using the BLEU score. On the other side, a semantic-based assessment using BERTScore and NUBIA. The results were corroborated by a binary human evaluation of the semantic relatedness of the generated question and the ground truth. The results obtained showed that use a semantic-based REINFORCE algorithm for the question generation syntactically reshapes the generated questions while preserving their underlying semantic meaning. Many downstream applications can be drawn from a successful question generation including the enlargement of question answering datasets, the improvement of conversational systems, the enhancement of autonomous educational assessment systems, and so forth.

Question generation (QG) from a given context can enhance comprehension, engagement, assessment, and overall efficacy in learning or conversational environments. Despite recent advancements in QG, the challenge of enhancing or measuring the diversity of generated questions often remains unaddressed. In this paper, we introduce a multi-question generation model (mQG), which is capable of generating multiple, diverse, and answerable questions by focusing on context and questions. To validate the answerability of the generated questions, we employ a SQuAD2.0 fine-tuned question answering model, classifying the questions as answerable or not. We train and evaluate mQG on the FairytaleQA dataset, a well-structured QA dataset based on storybooks, with narrative questions. We further apply a zero-shot adaptation on the TellMeWhy and SQuAD1.1 datasets. mQG shows promising results across various evaluation metrics, among strong baselines.

We present QuOTE (Question-Oriented Text Embeddings), a novel enhancement to retrieval-augmented generation (RAG) systems, aimed at improving document representation for accurate and nuanced retrieval. Unlike traditional RAG pipelines, which rely on embedding raw text chunks, QuOTE augments chunks with hypothetical questions that the chunk can potentially answer, enriching the representation space. This better aligns document embeddings with user query semantics, and helps address issues such as ambiguity and context-dependent relevance. Through extensive experiments across diverse benchmarks, we demonstrate that QuOTE significantly enhances retrieval accuracy, including in multi-hop question-answering tasks. Our findings highlight the versatility of question generation as a fundamental indexing strategy, opening new avenues for integrating question generation into retrieval-based AI pipelines.

With the rapid advancement of Artificial Intelligence, particularly in Natural Language Processing, Large Language Models (LLMs) have become pivotal in educational question-answering systems, especially university admission chatbots. Concepts such as Retrieval-Augmented Generation (RAG) and other advanced techniques have been developed to enhance these systems by integrating specific university data, enabling LLMs to provide informed responses on admissions and academic counseling. However, these enhanced RAG techniques often involve high operational costs and require the training of complex, specialized modules, which poses challenges for practical deployment. Additionally, in the educational context, it is crucial to provide accurate answers to prevent misinformation, a task that LLM-based systems find challenging without appropriate strategies and methods. In this paper, we introduce the Unified RAG (URAG) Framework, a hybrid approach that significantly improves the accuracy of responses, particularly for critical queries. Experimental results demonstrate that URAG enhances our in-house, lightweight model to perform comparably to state-of-the-art commercial models. Moreover, to validate its practical applicability, we conducted a case study at our educational institution, which received positive feedback and acclaim. This study not only proves the effectiveness of URAG but also highlights its feasibility for real-world implementation in educational settings.

Understanding search queries is a hard problem as it involves dealing with "word salad" text ubiquitously issued by users. However, if a query resembles a well-formed question, a natural language processing pipeline is able to perform more accurate interpretation, thus reducing downstream compounding errors. Hence, identifying whether or not a query is well formed can enhance query understanding. Here, we introduce a new task of identifying a well-formed natural language question. We construct and release a dataset of 25,100 publicly available questions classified into well-formed and non-wellformed categories and report an accuracy of 70.7% on the test set. We also show that our classifier can be used to improve the performance of neural sequence-to-sequence models for generating questions for reading comprehension.

This paper presents the submission of the UDInfo team to the SIGIR 2025 LiveRAG Challenge. We introduce PreQRAG, a Retrieval Augmented Generation (RAG) architecture designed to improve retrieval and generation quality through targeted question preprocessing. PreQRAG incorporates a pipeline that first classifies each input question as either single-document or multi-document type. For single-document questions, we employ question rewriting techniques to improve retrieval precision and generation relevance. For multi-document questions, we decompose complex queries into focused sub-questions that can be processed more effectively by downstream components. This classification and rewriting strategy improves the RAG performance. Experimental evaluation of the LiveRAG Challenge dataset demonstrates the effectiveness of our question-type-aware architecture, with PreQRAG achieving the preliminary second place in Session 2 of the LiveRAG challenge.

Providing explainable and faithful feedback is crucial for automated student answer assessment. In this paper, we introduce a novel framework that explores using ChatGPT, a cutting-edge large language model, for the concurrent tasks of student answer scoring and rationale generation. We identify the appropriate instructions by prompting ChatGPT with different templates to collect the rationales, where inconsistent rationales are refined to align with marking standards. The refined ChatGPT outputs enable us to fine-tune a smaller language model that simultaneously assesses student answers and provides rationales. Extensive experiments on the benchmark dataset show that the proposed method improves the overall QWK score by 11% compared to ChatGPT. Furthermore, our thorough analysis and human evaluation demonstrate that the rationales generated by our proposed method are comparable to those of ChatGPT. Our approach provides a viable solution to achieve explainable automated assessment in education. Code available at https://github.com/lijiazheng99/aera.

AI generated content (AIGC) presents considerable challenge to educators around the world. Instructors need to be able to detect such text generated by large language models, either with the naked eye or with the help of some tools. There is also growing need to understand the lexical, syntactic and stylistic features of AIGC. To address these challenges in English language teaching, we first present ArguGPT, a balanced corpus of 4,038 argumentative essays generated by 7 GPT models in response to essay prompts from three sources: (1) in-class or homework exercises, (2) TOEFL and (3) GRE writing tasks. Machine-generated texts are paired with roughly equal number of human-written essays with three score levels matched in essay prompts. We then hire English instructors to distinguish machine essays from human ones. Results show that when first exposed to machine-generated essays, the instructors only have an accuracy of 61% in detecting them. But the number rises to 67% after one round of minimal self-training. Next, we perform linguistic analyses of these essays, which show that machines produce sentences with more complex syntactic structures while human essays tend to be lexically more complex. Finally, we test existing AIGC detectors and build our own detectors using SVMs and RoBERTa. Results suggest that a RoBERTa fine-tuned with the training set of ArguGPT achieves above 90% accuracy in both essay- and sentence-level classification. To the best of our knowledge, this is the first comprehensive analysis of argumentative essays produced by generative large language models. Machine-authored essays in ArguGPT and our models will be made publicly available at https://github.com/huhailinguist/ArguGPT

This paper evaluates questions generated by LLMs from context, comparing them to human-generated questions across six dimensions. We introduce an automated LLM-based evaluation method, focusing on aspects like question length, type, context coverage, and answerability. Our findings highlight unique characteristics of LLM-generated questions, contributing insights that can support further research in question quality and downstream applications.

In precision-oriented tasks like answer ranking, it is more important to rank many relevant answers highly than to retrieve all relevant answers. It follows that a good ranking strategy would be to learn how to identify the easiest correct answers first (i.e., assign a high ranking score to answers that have characteristics that usually indicate relevance, and a low ranking score to those with characteristics that do not), before incorporating more complex logic to handle difficult cases (e.g., semantic matching or reasoning). In this work, we apply this idea to the training of neural answer rankers using curriculum learning. We propose several heuristics to estimate the difficulty of a given training sample. We show that the proposed heuristics can be used to build a training curriculum that down-weights difficult samples early in the training process. As the training process progresses, our approach gradually shifts to weighting all samples equally, regardless of difficulty. We present a comprehensive evaluation of our proposed idea on three answer ranking datasets. Results show that our approach leads to superior performance of two leading neural ranking architectures, namely BERT and ConvKNRM, using both pointwise and pairwise losses. When applied to a BERT-based ranker, our method yields up to a 4% improvement in MRR and a 9% improvement in P@1 (compared to the model trained without a curriculum). This results in models that can achieve comparable performance to more expensive state-of-the-art techniques.

Recently, reading comprehension models achieved near-human performance on large-scale datasets such as SQuAD, CoQA, MS Macro, RACE, etc. This is largely due to the release of pre-trained contextualized representations such as BERT and ELMo, which can be fine-tuned for the target task. Despite those advances and the creation of more challenging datasets, most of the work is still done for English. Here, we study the effectiveness of multilingual BERT fine-tuned on large-scale English datasets for reading comprehension (e.g., for RACE), and we apply it to Bulgarian multiple-choice reading comprehension. We propose a new dataset containing 2,221 questions from matriculation exams for twelfth grade in various subjects -history, biology, geography and philosophy-, and 412 additional questions from online quizzes in history. While the quiz authors gave no relevant context, we incorporate knowledge from Wikipedia, retrieving documents matching the combination of question + each answer option. Moreover, we experiment with different indexing and pre-training strategies. The evaluation results show accuracy of 42.23%, which is well above the baseline of 24.89%.

The remarkable success of pretrained language models has motivated the study of what kinds of knowledge these models learn during pretraining. Reformulating tasks as fill-in-the-blanks problems (e.g., cloze tests) is a natural approach for gauging such knowledge, however, its usage is limited by the manual effort and guesswork required to write suitable prompts. To address this, we develop AutoPrompt, an automated method to create prompts for a diverse set of tasks, based on a gradient-guided search. Using AutoPrompt, we show that masked language models (MLMs) have an inherent capability to perform sentiment analysis and natural language inference without additional parameters or finetuning, sometimes achieving performance on par with recent state-of-the-art supervised models. We also show that our prompts elicit more accurate factual knowledge from MLMs than the manually created prompts on the LAMA benchmark, and that MLMs can be used as relation extractors more effectively than supervised relation extraction models. These results demonstrate that automatically generated prompts are a viable parameter-free alternative to existing probing methods, and as pretrained LMs become more sophisticated and capable, potentially a replacement for finetuning.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

This paper presents our system for Track 1: Mistake Identification in the BEA 2025 Shared Task on Pedagogical Ability Assessment of AI-powered Tutors. The task involves evaluating whether a tutor's response correctly identifies a mistake in a student's mathematical reasoning. We explore four approaches: (1) an ensemble of machine learning models over pooled token embeddings from multiple pretrained language models (LMs); (2) a frozen sentence-transformer using [CLS] embeddings with an MLP classifier; (3) a history-aware model with multi-head attention between token-level history and response embeddings; and (4) a retrieval-augmented few-shot prompting system with a large language model (LLM) i.e. GPT 4o. Our final system retrieves semantically similar examples, constructs structured prompts, and uses schema-guided output parsing to produce interpretable predictions. It outperforms all baselines, demonstrating the effectiveness of combining example-driven prompting with LLM reasoning for pedagogical feedback assessment. Our code is available at https://github.com/NaumanNaeem/BEA_2025.

Large Language Models (LLMs) have demonstrated significant capabilities, particularly in the domain of question answering (QA). However, their effectiveness in QA is often undermined by the vagueness of user questions. To address this issue, we introduce single-round instance-level prompt optimization, referred to as question rewriter. By enhancing the intelligibility of human questions for black-box LLMs, our question rewriter improves the quality of generated answers. The rewriter is optimized using direct preference optimization based on feedback collected from automatic criteria for evaluating generated answers; therefore, its training does not require costly human annotations. The experiments across multiple black-box LLMs and long-form question answering (LFQA) datasets demonstrate the efficacy of our method. This paper provides a practical framework for training question rewriters and sets a precedent for future explorations in prompt optimization within LFQA tasks. Code is available at https://github.com/3244we/Question-Rewriter.

We consider the problem of Recognizing Textual Entailment within an Information Retrieval context, where we must simultaneously determine the relevancy as well as degree of entailment for individual pieces of evidence to determine a yes/no answer to a binary natural language question. We compare several variants of neural networks for sentence embeddings in a setting of decision-making based on evidence of varying relevance. We propose a basic model to integrate evidence for entailment, show that joint training of the sentence embeddings to model relevance and entailment is feasible even with no explicit per-evidence supervision, and show the importance of evaluating strong baselines. We also demonstrate the benefit of carrying over text comprehension model trained on an unrelated task for our small datasets. Our research is motivated primarily by a new open dataset we introduce, consisting of binary questions and news-based evidence snippets. We also apply the proposed relevance-entailment model on a similar task of ranking multiple-choice test answers, evaluating it on a preliminary dataset of school test questions as well as the standard MCTest dataset, where we improve the neural model state-of-art.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

Conversational AI assistants are becoming popular and question-answering is an important part of any conversational assistant. Using relevant utterances as features in question-answering has shown to improve both the precision and recall for retrieving the right answer by a conversational assistant. Hence, utterance generation has become an important problem with the goal of generating relevant utterances (sentences or phrases) from a knowledge base article that consists of a title and a description. However, generating good utterances usually requires a lot of manual effort, creating the need for an automated utterance generation. In this paper, we propose an utterance generation system which 1) uses extractive summarization to extract important sentences from the description, 2) uses multiple paraphrasing techniques to generate a diverse set of paraphrases of the title and summary sentences, and 3) selects good candidate paraphrases with the help of a novel candidate selection algorithm.

Large Language Models (LLMs) can perform various natural language processing tasks with suitable instruction prompts. However, designing effective prompts manually is challenging and time-consuming. Existing methods for automatic prompt optimization either lack flexibility or efficiency. In this paper, we propose an effective approach to automatically select the optimal prompt for a given input from a finite set of synthetic candidate prompts. Our approach consists of three steps: (1) clustering the training data and generating candidate prompts for each cluster using an LLM-based prompt generator; (2) synthesizing a dataset of input-prompt-output tuples for training a prompt evaluator to rank the prompts based on their relevance to the input; (3) using the prompt evaluator to select the best prompt for a new input at test time. Our approach balances prompt generality-specificity and eliminates the need for resource-intensive training and inference. It demonstrates competitive performance on zero-shot question-answering datasets: GSM8K, MultiArith, and AQuA.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

Commonsense generation is a challenging task of generating a plausible sentence describing an everyday scenario using provided concepts. Its requirement of reasoning over commonsense knowledge and compositional generalization ability even puzzles strong pre-trained language generation models. We propose a novel framework using retrieval methods to enhance both the pre-training and fine-tuning for commonsense generation. We retrieve prototype sentence candidates by concept matching and use them as auxiliary input. For fine-tuning, we further boost its performance with a trainable sentence retriever. We demonstrate experimentally on the large-scale CommonGen benchmark that our approach achieves new state-of-the-art results.

The automatic generation of Multiple Choice Questions (MCQ) has the potential to reduce the time educators spend on student assessment significantly. However, existing evaluation metrics for MCQ generation, such as BLEU, ROUGE, and METEOR, focus on the n-gram based similarity of the generated MCQ to the gold sample in the dataset and disregard their educational value. They fail to evaluate the MCQ's ability to assess the student's knowledge of the corresponding target fact. To tackle this issue, we propose a novel automatic evaluation metric, coined Knowledge Dependent Answerability (KDA), which measures the MCQ's answerability given knowledge of the target fact. Specifically, we first show how to measure KDA based on student responses from a human survey. Then, we propose two automatic evaluation metrics, KDA_disc and KDA_cont, that approximate KDA by leveraging pre-trained language models to imitate students' problem-solving behavior. Through our human studies, we show that KDA_disc and KDA_soft have strong correlations with both (1) KDA and (2) usability in an actual classroom setting, labeled by experts. Furthermore, when combined with n-gram based similarity metrics, KDA_disc and KDA_cont are shown to have a strong predictive power for various expert-labeled MCQ quality measures.

We propose EXAMS -- a new benchmark dataset for cross-lingual and multilingual question answering for high school examinations. We collected more than 24,000 high-quality high school exam questions in 16 languages, covering 8 language families and 24 school subjects from Natural Sciences and Social Sciences, among others. EXAMS offers a fine-grained evaluation framework across multiple languages and subjects, which allows precise analysis and comparison of various models. We perform various experiments with existing top-performing multilingual pre-trained models and we show that EXAMS offers multiple challenges that require multilingual knowledge and reasoning in multiple domains. We hope that EXAMS will enable researchers to explore challenging reasoning and knowledge transfer methods and pre-trained models for school question answering in various languages which was not possible before. The data, code, pre-trained models, and evaluation are available at https://github.com/mhardalov/exams-qa.

Retrieval augmented generation (RAG) with large language models (LLMs) for Question Answering (QA) entails furnishing relevant context within the prompt to facilitate the LLM in answer generation. During the generation, inaccuracies or hallucinations frequently occur due to two primary factors: inadequate or distracting context in the prompts, and the inability of LLMs to effectively reason through the facts. In this paper, we investigate whether providing aligned context via a carefully selected passage sequence leads to better answer generation by the LLM for multi-hop QA. We introduce, "GenSco", a novel approach of selecting passages based on the predicted decomposition of the multi-hop questions}. The framework consists of two distinct LLMs: (i) Generator LLM, which is used for question decomposition and final answer generation; (ii) an auxiliary open-sourced LLM, used as the scorer, to semantically guide the Generator for passage selection. The generator is invoked only once for the answer generation, resulting in a cost-effective and efficient approach. We evaluate on three broadly established multi-hop question answering datasets: 2WikiMultiHop, Adversarial HotPotQA and MuSiQue and achieve an absolute gain of 15.1 and 5.9 points in Exact Match score with respect to the best performing baselines over MuSiQue and 2WikiMultiHop respectively.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

We present TriviaQA, a challenging reading comprehension dataset containing over 650K question-answer-evidence triples. TriviaQA includes 95K question-answer pairs authored by trivia enthusiasts and independently gathered evidence documents, six per question on average, that provide high quality distant supervision for answering the questions. We show that, in comparison to other recently introduced large-scale datasets, TriviaQA (1) has relatively complex, compositional questions, (2) has considerable syntactic and lexical variability between questions and corresponding answer-evidence sentences, and (3) requires more cross sentence reasoning to find answers. We also present two baseline algorithms: a feature-based classifier and a state-of-the-art neural network, that performs well on SQuAD reading comprehension. Neither approach comes close to human performance (23% and 40% vs. 80%), suggesting that TriviaQA is a challenging testbed that is worth significant future study. Data and code available at -- http://nlp.cs.washington.edu/triviaqa/

Readers of academic research papers often read with the goal of answering specific questions. Question Answering systems that can answer those questions can make consumption of the content much more efficient. However, building such tools requires data that reflect the difficulty of the task arising from complex reasoning about claims made in multiple parts of a paper. In contrast, existing information-seeking question answering datasets usually contain questions about generic factoid-type information. We therefore present QASPER, a dataset of 5,049 questions over 1,585 Natural Language Processing papers. Each question is written by an NLP practitioner who read only the title and abstract of the corresponding paper, and the question seeks information present in the full text. The questions are then answered by a separate set of NLP practitioners who also provide supporting evidence to answers. We find that existing models that do well on other QA tasks do not perform well on answering these questions, underperforming humans by at least 27 F1 points when answering them from entire papers, motivating further research in document-grounded, information-seeking QA, which our dataset is designed to facilitate.

Multiple choice question answering (MCQA) is popular for LLM evaluation due to its simplicity and human-like testing, but we argue for its reform. We first reveal flaws in MCQA's format, as it struggles to: 1) test generation/subjectivity; 2) match LLM use cases; and 3) fully test knowledge. We instead advocate for generative formats based on human testing-where LLMs construct and explain answers-better capturing user needs and knowledge while remaining easy to score. We then show even when MCQA is a useful format, its datasets suffer from: leakage; unanswerability; shortcuts; and saturation. In each issue, we give fixes from education, like rubrics to guide MCQ writing; scoring methods to bridle guessing; and Item Response Theory to build harder MCQs. Lastly, we discuss LLM errors in MCQA-robustness, biases, and unfaithful explanations-showing how our prior solutions better measure or address these issues. While we do not need to desert MCQA, we encourage more efforts in refining the task based on educational testing, advancing evaluations.

The absence of explicitly tailored, accessible annotated datasets for educational purposes presents a notable obstacle for NLP tasks in languages with limited resources.This study initially explores the feasibility of using machine translation (MT) to convert an existing dataset into a Tigrinya dataset in SQuAD format. As a result, we present TIGQA, an expert annotated educational dataset consisting of 2.68K question-answer pairs covering 122 diverse topics such as climate, water, and traffic. These pairs are from 537 context paragraphs in publicly accessible Tigrinya and Biology books. Through comprehensive analyses, we demonstrate that the TIGQA dataset requires skills beyond simple word matching, requiring both single-sentence and multiple-sentence inference abilities. We conduct experiments using state-of-the art MRC methods, marking the first exploration of such models on TIGQA. Additionally, we estimate human performance on the dataset and juxtapose it with the results obtained from pretrained models.The notable disparities between human performance and best model performance underscore the potential for further enhancements to TIGQA through continued research. Our dataset is freely accessible via the provided link to encourage the research community to address the challenges in the Tigrinya MRC.

Automated teaching assistants and chatbots have significant potential to reduce the workload of human instructors, especially for logistics-related question answering, which is important to students yet repetitive for instructors. However, due to privacy concerns, there is a lack of publicly available datasets. We introduce SyllabusQA, an open-source dataset with 63 real course syllabi covering 36 majors, containing 5,078 open-ended course logistics-related question-answer pairs that are diverse in both question types and answer formats. Since many logistics-related questions contain critical information like the date of an exam, it is important to evaluate the factuality of answers. We benchmark several strong baselines on this task, from large language model prompting to retrieval-augmented generation. We introduce Fact-QA, an LLM-based (GPT-4) evaluation metric to evaluate the factuality of predicted answers. We find that despite performing close to humans on traditional metrics of textual similarity, there remains a significant gap between automated approaches and humans in terms of fact precision.

Large language models have demonstrated an emergent capability in answering knowledge intensive questions. With recent progress on web-scale visual and language pre-training, do these models also understand how to answer visual information seeking questions? To answer this question, we present InfoSeek, a Visual Question Answering dataset that focuses on asking information-seeking questions, where the information can not be answered by common sense knowledge. We perform a multi-stage human annotation to collect a natural distribution of high-quality visual information seeking question-answer pairs. We also construct a large-scale, automatically collected dataset by combining existing visual entity recognition datasets and Wikidata, which provides over one million examples for model fine-tuning and validation. Based on InfoSeek, we analyzed various pre-trained Visual QA systems to gain insights into the characteristics of different pre-trained models. Our analysis shows that it is challenging for the state-of-the-art multi-modal pre-trained models to answer visual information seeking questions, but this capability is improved through fine-tuning on the automated InfoSeek dataset. We hope our analysis paves the way to understand and develop the next generation of multi-modal pre-training.

Pir\'a is a reading comprehension dataset focused on the ocean, the Brazilian coast, and climate change, built from a collection of scientific abstracts and reports on these topics. This dataset represents a versatile language resource, particularly useful for testing the ability of current machine learning models to acquire expert scientific knowledge. Despite its potential, a detailed set of baselines has not yet been developed for Pir\'a. By creating these baselines, researchers can more easily utilize Pir\'a as a resource for testing machine learning models across a wide range of question answering tasks. In this paper, we define six benchmarks over the Pir\'a dataset, covering closed generative question answering, machine reading comprehension, information retrieval, open question answering, answer triggering, and multiple choice question answering. As part of this effort, we have also produced a curated version of the original dataset, where we fixed a number of grammar issues, repetitions, and other shortcomings. Furthermore, the dataset has been extended in several new directions, so as to face the aforementioned benchmarks: translation of supporting texts from English into Portuguese, classification labels for answerability, automatic paraphrases of questions and answers, and multiple choice candidates. The results described in this paper provide several points of reference for researchers interested in exploring the challenges provided by the Pir\'a dataset.

Intelligent Tutoring Systems (ITS) enhance personalized learning by predicting student answers to provide immediate and customized instruction. However, recent research has primarily focused on the correctness of the answer rather than the student's performance on specific answer choices, limiting insights into students' thought processes and potential misconceptions. To address this gap, we present MCQStudentBert, an answer forecasting model that leverages the capabilities of Large Language Models (LLMs) to integrate contextual understanding of students' answering history along with the text of the questions and answers. By predicting the specific answer choices students are likely to make, practitioners can easily extend the model to new answer choices or remove answer choices for the same multiple-choice question (MCQ) without retraining the model. In particular, we compare MLP, LSTM, BERT, and Mistral 7B architectures to generate embeddings from students' past interactions, which are then incorporated into a finetuned BERT's answer-forecasting mechanism. We apply our pipeline to a dataset of language learning MCQ, gathered from an ITS with over 10,000 students to explore the predictive accuracy of MCQStudentBert, which incorporates student interaction patterns, in comparison to correct answer prediction and traditional mastery-learning feature-based approaches. This work opens the door to more personalized content, modularization, and granular support.

This work presents a novel architecture for building Retrieval-Augmented Generation (RAG) systems to improve Question Answering (QA) tasks from a target corpus. Large Language Models (LLMs) have revolutionized the analyzing and generation of human-like text. These models rely on pre-trained data and lack real-time updates unless integrated with live data tools. RAG enhances LLMs by integrating online resources and databases to generate contextually appropriate responses. However, traditional RAG still encounters challenges like information dilution and hallucinations when handling vast amounts of data. Our approach addresses these challenges by converting corpora into a domain-specific dataset and RAG architecture is constructed to generate responses from the target document. We introduce QuIM-RAG (Question-to-question Inverted Index Matching), a novel approach for the retrieval mechanism in our system. This strategy generates potential questions from document chunks and matches these with user queries to identify the most relevant text chunks for generating accurate answers. We have implemented our RAG system on top of the open-source Meta-LLaMA3-8B-instruct model by Meta Inc. that is available on Hugging Face. We constructed a custom corpus of 500+ pages from a high-traffic website accessed thousands of times daily for answering complex questions, along with manually prepared ground truth QA for evaluation. We compared our approach with traditional RAG models using BERT-Score and RAGAS, state-of-the-art metrics for evaluating LLM applications. Our evaluation demonstrates that our approach outperforms traditional RAG architectures on both metrics.

Crafting quizzes from educational content is a pivotal activity that benefits both teachers and students by reinforcing learning and evaluating understanding. In this study, we introduce a novel approach to generate quizzes from Turkish educational texts, marking a pioneering endeavor in educational technology specifically tailored to the Turkish educational context. We present a specialized dataset, named the Turkish-Quiz-Instruct, comprising an extensive collection of Turkish educational texts accompanied by multiple-choice and short-answer quizzes. This research leverages the capabilities of Large Language Models (LLMs), including GPT-4-Turbo, GPT-3.5-Turbo, Llama-2-7b-chat-hf, and Llama-2-13b-chat-hf, to automatically generate quiz questions and answers from the Turkish educational content. Our work delineates the methodology for employing these LLMs in the context of Turkish educational material, thereby opening new avenues for automated Turkish quiz generation. The study not only demonstrates the efficacy of using such models for generating coherent and relevant quiz content but also sets a precedent for future research in the domain of automated educational content creation for languages other than English. The Turkish-Quiz-Instruct dataset is introduced as a valuable resource for researchers and practitioners aiming to explore the boundaries of educational technology and language-specific applications of LLMs in Turkish. By addressing the challenges of quiz generation in a non-English context specifically Turkish, this study contributes significantly to the field of Turkish educational technology, providing insights into the potential of leveraging LLMs for educational purposes across diverse linguistic landscapes.

Large language models (LLMs) have emerged as a widely-used tool for information seeking, but their generated outputs are prone to hallucination. In this work, we aim to enable LLMs to generate text with citations, improving their factual correctness and verifiability. Existing work mainly relies on commercial search engines and human evaluation, making it challenging to reproduce and compare with different modeling approaches. We propose ALCE, the first benchmark for Automatic LLMs' Citation Evaluation. ALCE collects a diverse set of questions and retrieval corpora and requires building end-to-end systems to retrieve supporting evidence and generate answers with citations. We build automatic metrics along three dimensions -- fluency, correctness, and citation quality -- and demonstrate their strong correlation with human judgements. Our experiments with state-of-the-art LLMs and novel prompting strategies show that current systems have considerable room for improvements -- for example, on the ELI5 dataset, even the best model has 49% of its generations lacking complete citation support. Our extensive analyses further highlight promising future directions, including developing better retrievers, advancing long-context LLMs, and improving the ability to synthesize information from multiple sources.

Retrieval-Augmented Generation (RAG) has emerged as a powerful framework for knowledge-intensive tasks, yet its effectiveness in long-context scenarios is often bottlenecked by the retriever's inability to distinguish sparse yet crucial evidence. Standard retrievers, optimized for query-document similarity, frequently fail to align with the downstream goal of generating a precise answer. To bridge this gap, we propose a novel fine-tuning framework that optimizes the retriever for Answer Alignment. Specifically, we first identify high-quality positive chunks by evaluating their sufficiency to generate the correct answer. We then employ a curriculum-based contrastive learning scheme to fine-tune the retriever. This curriculum leverages LLM-constructed Knowledge Graphs (KGs) to generate augmented queries, which in turn mine progressively challenging hard negatives. This process trains the retriever to distinguish the answer-sufficient positive chunks from these nuanced distractors, enhancing its generalization. Extensive experiments on 10 datasets from the Ultradomain and LongBench benchmarks demonstrate that our fine-tuned retriever achieves state-of-the-art performance, improving 14.5% over the base model without substantial architectural modifications and maintaining strong efficiency for long-context RAG. Our work presents a robust and effective methodology for building truly answer-centric retrievers.

Asking good questions is an essential ability for both human and machine intelligence. However, existing neural question generation approaches mainly focus on the short factoid type of answers. In this paper, we propose a neural question generator, MixQG, to bridge this gap. We combine 9 question answering datasets with diverse answer types, including yes/no, multiple-choice, extractive, and abstractive answers, to train a single generative model. We show with empirical results that our model outperforms existing work in both seen and unseen domains and can generate questions with different cognitive levels when conditioned on different answer types. Our code is released and well-integrated with the Huggingface library to facilitate various downstream applications.

We introduce a large scale MAchine Reading COmprehension dataset, which we name MS MARCO. The dataset comprises of 1,010,916 anonymized questions---sampled from Bing's search query logs---each with a human generated answer and 182,669 completely human rewritten generated answers. In addition, the dataset contains 8,841,823 passages---extracted from 3,563,535 web documents retrieved by Bing---that provide the information necessary for curating the natural language answers. A question in the MS MARCO dataset may have multiple answers or no answers at all. Using this dataset, we propose three different tasks with varying levels of difficulty: (i) predict if a question is answerable given a set of context passages, and extract and synthesize the answer as a human would (ii) generate a well-formed answer (if possible) based on the context passages that can be understood with the question and passage context, and finally (iii) rank a set of retrieved passages given a question. The size of the dataset and the fact that the questions are derived from real user search queries distinguishes MS MARCO from other well-known publicly available datasets for machine reading comprehension and question-answering. We believe that the scale and the real-world nature of this dataset makes it attractive for benchmarking machine reading comprehension and question-answering models.

Humans seek information regarding a specific topic through performing a conversation containing a series of questions and answers. In the pursuit of conversational question answering research, we introduce the PCoQA, the first Persian Conversational Question Answering dataset, a resource comprising information-seeking dialogs encompassing a total of 9,026 contextually-driven questions. Each dialog involves a questioner, a responder, and a document from the Wikipedia; The questioner asks several inter-connected questions from the text and the responder provides a span of the document as the answer for each question. PCoQA is designed to present novel challenges compared to previous question answering datasets including having more open-ended non-factual answers, longer answers, and fewer lexical overlaps. This paper not only presents the comprehensive PCoQA dataset but also reports the performance of various benchmark models. Our models include baseline models and pre-trained models, which are leveraged to boost the performance of the model. The dataset and benchmarks are available at our Github page.

The promise of generative AI to revolutionize education is constrained by the pedagogical limits of large language models (LLMs). A major issue is the lack of access to high-quality training data that reflect the learning of actual students. Prompt engineering has emerged as a stopgap, but the ability of prompts to encode complex pedagogical strategies in rule-based natural language is inherently limited. To address this gap we introduce TeachLM - an LLM optimized for teaching through parameter-efficient fine-tuning of state-of-the-art models. TeachLM is trained on a dataset comprised of 100,000 hours of one-on-one, longitudinal student-tutor interactions maintained by Polygence, which underwent a rigorous anonymization process to protect privacy. We use parameter-efficient fine-tuning to develop an authentic student model that enables the generation of high-fidelity synthetic student-tutor dialogues. Building on this capability, we propose a novel multi-turn evaluation protocol that leverages synthetic dialogue generation to provide fast, scalable, and reproducible assessments of the dialogical capabilities of LLMs. Our evaluations demonstrate that fine-tuning on authentic learning data significantly improves conversational and pedagogical performance - doubling student talk time, improving questioning style, increasing dialogue turns by 50%, and greater personalization of instruction.

Large language models (LLMs) have grown in their usage to provide support for question answering across numerous disciplines. The models on their own have already shown promise for answering basic questions, however fail quickly where expert domain knowledge is required or the question is nuanced. Scientific research often involves searching for relevant literature, distilling pertinent information from that literature and analysing how the findings support or contradict one another. The information is often encapsulated in the full text body of research articles, rather than just in the abstracts. Statements within these articles frequently require the wider article context to be fully understood. We have built an LLM-based system that performs such search and distillation of information encapsulated in scientific literature, and we evaluate our keyword based search and information distillation system against a set of biology related questions from previously released literature benchmarks. We demonstrate sparse retrieval methods exhibit results close to state of the art without the need for dense retrieval, with its associated infrastructure and complexity overhead. We also show how to increase the coverage of relevant documents for literature review generation.

Decisions in agriculture are increasingly data-driven; however, valuable agricultural knowledge is often locked away in free-text reports, manuals and journal articles. Specialised search systems are needed that can mine agricultural information to provide relevant answers to users' questions. This paper presents AgAsk -- an agent able to answer natural language agriculture questions by mining scientific documents. We carefully survey and analyse farmers' information needs. On the basis of these needs we release an information retrieval test collection comprising real questions, a large collection of scientific documents split in passages, and ground truth relevance assessments indicating which passages are relevant to each question. We implement and evaluate a number of information retrieval models to answer farmers questions, including two state-of-the-art neural ranking models. We show that neural rankers are highly effective at matching passages to questions in this context. Finally, we propose a deployment architecture for AgAsk that includes a client based on the Telegram messaging platform and retrieval model deployed on commodity hardware. The test collection we provide is intended to stimulate more research in methods to match natural language to answers in scientific documents. While the retrieval models were evaluated in the agriculture domain, they are generalisable and of interest to others working on similar problems. The test collection is available at: https://github.com/ielab/agvaluate.

Existing question answering (QA) datasets fail to train QA systems to perform complex reasoning and provide explanations for answers. We introduce HotpotQA, a new dataset with 113k Wikipedia-based question-answer pairs with four key features: (1) the questions require finding and reasoning over multiple supporting documents to answer; (2) the questions are diverse and not constrained to any pre-existing knowledge bases or knowledge schemas; (3) we provide sentence-level supporting facts required for reasoning, allowing QA systems to reason with strong supervision and explain the predictions; (4) we offer a new type of factoid comparison questions to test QA systems' ability to extract relevant facts and perform necessary comparison. We show that HotpotQA is challenging for the latest QA systems, and the supporting facts enable models to improve performance and make explainable predictions.

Retrieval-augmented generation (RAG) has become integral to large language models (LLMs), particularly for conversational AI systems where user questions may reference knowledge beyond the LLMs' training cutoff. However, many natural user questions lack well-defined answers, either due to limited domain knowledge or because the retrieval system returns documents that are relevant in appearance but uninformative in content. In such cases, LLMs often produce hallucinated answers without flagging them. While recent work has largely focused on questions with false premises, we study out-of-scope questions, where the retrieved document appears semantically similar to the question but lacks the necessary information to answer it. In this paper, we propose a guided hallucination-based approach ELOQ to automatically generate a diverse set of out-of-scope questions from post-cutoff documents, followed by human verification to ensure quality. We use this dataset to evaluate several LLMs on their ability to detect out-of-scope questions and generate appropriate responses. Finally, we introduce an improved detection method that enhances the reliability of LLM-based question-answering systems in handling out-of-scope questions.

Recent advancements in Large Language Models (LLMs) and their increased accessibility have made it easier than ever for students to automatically generate texts, posing new challenges for educational institutions. To enforce norms of academic integrity and ensure students' learning, learning analytics methods to automatically detect LLM-generated text appear increasingly appealing. This paper benchmarks the performance of different state-of-the-art detectors in educational contexts, introducing a novel dataset, called Generative Essay Detection in Education (GEDE), containing over 900 student-written essays and over 12,500 LLM-generated essays from various domains. To capture the diversity of LLM usage practices in generating text, we propose the concept of contribution levels, representing students' contribution to a given assignment. These levels range from purely human-written texts, to slightly LLM-improved versions, to fully LLM-generated texts, and finally to active attacks on the detector by "humanizing" generated texts. We show that most detectors struggle to accurately classify texts of intermediate student contribution levels, like LLM-improved human-written texts. Detectors are particularly likely to produce false positives, which is problematic in educational settings where false suspicions can severely impact students' lives. Our dataset, code, and additional supplementary materials are publicly available at https://github.com/lukasgehring/Assessing-LLM-Text-Detection-in-Educational-Contexts.

As large language models continue to advance, their application in educational contexts remains underexplored and under-optimized. In this paper, we address this gap by introducing the first diverse benchmark tailored for educational scenarios, incorporating synthetic data containing 9 major scenarios and over 4,000 distinct educational contexts. To enable comprehensive assessment, we propose a set of multi-dimensional evaluation metrics that cover 12 critical aspects relevant to both teachers and students. We further apply human annotation to ensure the effectiveness of the model-generated evaluation responses. Additionally, we succeed to train a relatively small-scale model on our constructed dataset and demonstrate that it can achieve performance comparable to state-of-the-art large models (e.g., Deepseek V3, Qwen Max) on the test set. Overall, this work provides a practical foundation for the development and evaluation of education-oriented language models. Code and data are released at https://github.com/ybai-nlp/EduBench.

Answering complex questions is a time-consuming activity for humans that requires reasoning and integration of information. Recent work on reading comprehension made headway in answering simple questions, but tackling complex questions is still an ongoing research challenge. Conversely, semantic parsers have been successful at handling compositionality, but only when the information resides in a target knowledge-base. In this paper, we present a novel framework for answering broad and complex questions, assuming answering simple questions is possible using a search engine and a reading comprehension model. We propose to decompose complex questions into a sequence of simple questions, and compute the final answer from the sequence of answers. To illustrate the viability of our approach, we create a new dataset of complex questions, ComplexWebQuestions, and present a model that decomposes questions and interacts with the web to compute an answer. We empirically demonstrate that question decomposition improves performance from 20.8 precision@1 to 27.5 precision@1 on this new dataset.

We present a new kind of question answering dataset, OpenBookQA, modeled after open book exams for assessing human understanding of a subject. The open book that comes with our questions is a set of 1329 elementary level science facts. Roughly 6000 questions probe an understanding of these facts and their application to novel situations. This requires combining an open book fact (e.g., metals conduct electricity) with broad common knowledge (e.g., a suit of armor is made of metal) obtained from other sources. While existing QA datasets over documents or knowledge bases, being generally self-contained, focus on linguistic understanding, OpenBookQA probes a deeper understanding of both the topic---in the context of common knowledge---and the language it is expressed in. Human performance on OpenBookQA is close to 92%, but many state-of-the-art pre-trained QA methods perform surprisingly poorly, worse than several simple neural baselines we develop. Our oracle experiments designed to circumvent the knowledge retrieval bottleneck demonstrate the value of both the open book and additional facts. We leave it as a challenge to solve the retrieval problem in this multi-hop setting and to close the large gap to human performance.

Building high-quality datasets for specialized tasks is a time-consuming and resource-intensive process that often requires specialized domain knowledge. We propose Corpus Retrieval and Augmentation for Fine-Tuning (CRAFT), a method for generating synthetic datasets, given a small number of user-written few-shots that demonstrate the task to be performed. Given the few-shot examples, we use large-scale public web-crawled corpora and similarity-based document retrieval to find other relevant human-written documents. Lastly, instruction-tuned large language models (LLMs) augment the retrieved documents into custom-formatted task samples, which then can be used for fine-tuning. We demonstrate that CRAFT can efficiently generate large-scale task-specific training datasets for four diverse tasks: biology question-answering (QA), medicine QA and commonsense QA as well as summarization. Our experiments show that CRAFT-based models outperform or achieve comparable performance to general LLMs for QA tasks, while CRAFT-based summarization models outperform models trained on human-curated data by 46 preference points.

We present HEAD-QA, a multi-choice question answering testbed to encourage research on complex reasoning. The questions come from exams to access a specialized position in the Spanish healthcare system, and are challenging even for highly specialized humans. We then consider monolingual (Spanish) and cross-lingual (to English) experiments with information retrieval and neural techniques. We show that: (i) HEAD-QA challenges current methods, and (ii) the results lag well behind human performance, demonstrating its usefulness as a benchmark for future work.

We present NewsQA, a challenging machine comprehension dataset of over 100,000 human-generated question-answer pairs. Crowdworkers supply questions and answers based on a set of over 10,000 news articles from CNN, with answers consisting of spans of text from the corresponding articles. We collect this dataset through a four-stage process designed to solicit exploratory questions that require reasoning. A thorough analysis confirms that NewsQA demands abilities beyond simple word matching and recognizing textual entailment. We measure human performance on the dataset and compare it to several strong neural models. The performance gap between humans and machines (0.198 in F1) indicates that significant progress can be made on NewsQA through future research. The dataset is freely available at https://datasets.maluuba.com/NewsQA.

While Retrieval-Augmented Generation (RAG) excels at injecting static, factual knowledge into Large Language Models (LLMs), it exhibits a critical deficit in handling longitudinal queries that require tracking entities and phenomena across time. This blind spot arises because conventional, semantically-driven retrieval methods are not equipped to gather evidence that is both topically relevant and temporally coherent for a specified duration. We address this challenge by proposing a new framework that fundamentally redesigns the RAG pipeline to infuse temporal logic. Our methodology begins by disentangling a user's query into its core subject and its temporal window. It then employs a specialized retriever that calibrates semantic matching against temporal relevance, ensuring the collection of a contiguous evidence set that spans the entire queried period. To enable rigorous evaluation of this capability, we also introduce the Analytical Diachronic Question Answering Benchmark (ADQAB), a challenging evaluation suite grounded in a hybrid corpus of real and synthetic financial news. Empirical results on ADQAB show that our approach yields substantial gains in answer accuracy, surpassing standard RAG implementations by 13% to 27%. This work provides a validated pathway toward RAG systems capable of performing the nuanced, evolutionary analysis required for complex, real-world questions. The dataset and code for this study are publicly available at https://github.com/kwunhang/TA-RAG.

While day-to-day questions come with a variety of answer types, the current question-answering (QA) literature has failed to adequately address the answer diversity of questions. To this end, we present GooAQ, a large-scale dataset with a variety of answer types. This dataset contains over 5 million questions and 3 million answers collected from Google. GooAQ questions are collected semi-automatically from the Google search engine using its autocomplete feature. This results in naturalistic questions of practical interest that are nonetheless short and expressed using simple language. GooAQ answers are mined from Google's responses to our collected questions, specifically from the answer boxes in the search results. This yields a rich space of answer types, containing both textual answers (short and long) as well as more structured ones such as collections. We benchmarkT5 models on GooAQ and observe that: (a) in line with recent work, LM's strong performance on GooAQ's short-answer questions heavily benefit from annotated data; however, (b) their quality in generating coherent and accurate responses for questions requiring long responses (such as 'how' and 'why' questions) is less reliant on observing annotated data and mainly supported by their pre-training. We release GooAQ to facilitate further research on improving QA with diverse response types.

Recent advances in open-domain question answering over tables have widely adopted large language models (LLMs) under the Retriever-Reader architecture. Prior works have effectively leveraged LLMs to tackle the complex reasoning demands of the Reader component, such as text-to-text, text-to-SQL, and multi hop reasoning. In contrast, the Retriever component has primarily focused on optimizing the query representation-training retrievers to retrieve relevant tables based on questions, or to select keywords from questions for matching table segments. However, little attention has been given to enhancing how tables themselves are represented in embedding space to better align with questions. To address this, we propose QGpT (Question Generation from Partial Tables), a simple yet effective method that uses an LLM to generate synthetic questions based on small portions of a table. These questions are generated to simulate how a user might query the content of the table currently under consideration. The generated questions are then jointly embedded with the partial table segments used for generation, enhancing semantic alignment with user queries. Without the need to embed entire tables, our method significantly improves retrieval performance across multiple benchmarks for both dense and late-interaction retrievers.

Personalization in Information Retrieval (IR) is a topic studied by the research community since a long time. However, there is still a lack of datasets to conduct large-scale evaluations of personalized IR; this is mainly due to the fact that collecting and curating high-quality user-related information requires significant costs and time investment. Furthermore, the creation of datasets for Personalized IR (PIR) tasks is affected by both privacy concerns and the need for accurate user-related data, which are often not publicly available. Recently, researchers have started to explore the use of Large Language Models (LLMs) to generate synthetic datasets, which is a possible solution to generate data for low-resource tasks. In this paper, we investigate the potential of Large Language Models (LLMs) for generating synthetic documents to train an IR system for a Personalized Community Question Answering task. To study the effectiveness of IR models fine-tuned on LLM-generated data, we introduce a new dataset, named Sy-SE-PQA. We build Sy-SE-PQA based on an existing dataset, SE-PQA, which consists of questions and answers posted on the popular StackExchange communities. Starting from questions in SE-PQA, we generate synthetic answers using different prompt techniques and LLMs. Our findings suggest that LLMs have high potential in generating data tailored to users' needs. The synthetic data can replace human-written training data, even if the generated data may contain incorrect information.

Retrieval-augmented generation (RAG) effectively addresses issues of static knowledge and hallucination in large language models. Existing studies mostly focus on question scenarios with clear user intents and concise answers. However, it is prevalent that users issue broad, open-ended queries with diverse sub-intents, for which they desire rich and long-form answers covering multiple relevant aspects. To tackle this important yet underexplored problem, we propose a novel RAG framework, namely RichRAG. It includes a sub-aspect explorer to identify potential sub-aspects of input questions, a multi-faceted retriever to build a candidate pool of diverse external documents related to these sub-aspects, and a generative list-wise ranker, which is a key module to provide the top-k most valuable documents for the final generator. These ranked documents sufficiently cover various query aspects and are aware of the generator's preferences, hence incentivizing it to produce rich and comprehensive responses for users. The training of our ranker involves a supervised fine-tuning stage to ensure the basic coverage of documents, and a reinforcement learning stage to align downstream LLM's preferences to the ranking of documents. Experimental results on two publicly available datasets prove that our framework effectively and efficiently provides comprehensive and satisfying responses to users.

This paper addresses the problem of generating questions from a given context and an answer, specifically focusing on questions that require multi-hop reasoning across an extended context. Previous studies have suggested that key phrase selection is essential for question generation (QG), yet it is still challenging to connect such disjointed phrases into meaningful questions, particularly for long context. To mitigate this issue, we propose MultiFactor, a novel QG framework based on multi-level content planning. Specifically, MultiFactor includes two components: FA-model, which simultaneously selects key phrases and generates full answers, and Q-model which takes the generated full answer as an additional input to generate questions. Here, full answer generation is introduced to connect the short answer with the selected key phrases, thus forming an answer-aware summary to facilitate QG. Both FA-model and Q-model are formalized as simple-yet-effective Phrase-Enhanced Transformers, our joint model for phrase selection and text generation. Experimental results show that our method outperforms strong baselines on two popular QG datasets. Our code is available at https://github.com/zeaver/MultiFactor.

This paper introduces 26 guiding principles designed to streamline the process of querying and prompting large language models. Our goal is to simplify the underlying concepts of formulating questions for various scales of large language models, examining their abilities, and enhancing user comprehension on the behaviors of different scales of large language models when feeding into different prompts. Extensive experiments are conducted on LLaMA-1/2 (7B, 13B and 70B), GPT-3.5/4 to verify the effectiveness of the proposed principles on instructions and prompts design. We hope that this work can provide a better guide for researchers working on the prompting of large language models. Project page is available at https://github.com/VILA-Lab/ATLAS.

Quality management and assurance is key for space agencies to guarantee the success of space missions, which are high-risk and extremely costly. In this paper, we present a system to generate quizzes, a common resource to evaluate the effectiveness of training sessions, from documents about quality assurance procedures in the Space domain. Our system leverages state of the art auto-regressive models like T5 and BART to generate questions, and a RoBERTa model to extract answers for such questions, thus verifying their suitability.

Knowledge tagging for questions is vital in modern intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations have been performed by pedagogical experts, as the task demands not only a deep semantic understanding of question stems and knowledge definitions but also a strong ability to link problem-solving logic with relevant knowledge concepts. With the advent of advanced natural language processing (NLP) algorithms, such as pre-trained language models and large language models (LLMs), pioneering studies have explored automating the knowledge tagging process using various machine learning models. In this paper, we investigate the use of a multi-agent system to address the limitations of previous algorithms, particularly in handling complex cases involving intricate knowledge definitions and strict numerical constraints. By demonstrating its superior performance on the publicly available math question knowledge tagging dataset, MathKnowCT, we highlight the significant potential of an LLM-based multi-agent system in overcoming the challenges that previous methods have encountered. Finally, through an in-depth discussion of the implications of automating knowledge tagging, we underscore the promising results of deploying LLM-based algorithms in educational contexts.

We introduce TeleQnA, the first benchmark dataset designed to evaluate the knowledge of Large Language Models (LLMs) in telecommunications. Comprising 10,000 questions and answers, this dataset draws from diverse sources, including standards and research articles. This paper outlines the automated question generation framework responsible for creating this dataset, along with how human input was integrated at various stages to ensure the quality of the questions. Afterwards, using the provided dataset, an evaluation is conducted to assess the capabilities of LLMs, including GPT-3.5 and GPT-4. The results highlight that these models struggle with complex standards related questions but exhibit proficiency in addressing general telecom-related inquiries. Additionally, our results showcase how incorporating telecom knowledge context significantly enhances their performance, thus shedding light on the need for a specialized telecom foundation model. Finally, the dataset is shared with active telecom professionals, whose performance is subsequently benchmarked against that of the LLMs. The findings illustrate that LLMs can rival the performance of active professionals in telecom knowledge, thanks to their capacity to process vast amounts of information, underscoring the potential of LLMs within this domain. The dataset has been made publicly accessible on GitHub.

GraphRAG enhances large language models (LLMs) to generate quality answers for user questions by retrieving related facts from external knowledge graphs. Existing GraphRAG methods adopt a fixed graph traversal strategy for fact retrieval but we observe that user questions come in different types and require different graph traversal strategies. As such, existing GraphRAG methods are limited in effectiveness (i.e., quality of the generated answers) and/or efficiency (i.e., response time or the number of used tokens). In this paper, we propose to classify the questions according to a complete four-class taxonomy and adaptively select the appropriate graph traversal strategy for each type of questions. Our system PolyG is essentially a query planner for GraphRAG and can handle diverse questions with an unified interface and execution engine. Compared with SOTA GraphRAG methods, PolyG achieves an overall win rate of 75% on generation quality and a speedup up to 4x on response time.

Query expansion is a widely used technique to improve the recall of search systems. In this paper, we propose an approach to query expansion that leverages the generative abilities of Large Language Models (LLMs). Unlike traditional query expansion approaches such as Pseudo-Relevance Feedback (PRF) that relies on retrieving a good set of pseudo-relevant documents to expand queries, we rely on the generative and creative abilities of an LLM and leverage the knowledge inherent in the model. We study a variety of different prompts, including zero-shot, few-shot and Chain-of-Thought (CoT). We find that CoT prompts are especially useful for query expansion as these prompts instruct the model to break queries down step-by-step and can provide a large number of terms related to the original query. Experimental results on MS-MARCO and BEIR demonstrate that query expansions generated by LLMs can be more powerful than traditional query expansion methods.

The Conversational Assistance Track (CAsT) is a new track for TREC 2019 to facilitate Conversational Information Seeking (CIS) research and to create a large-scale reusable test collection for conversational search systems. The document corpus is 38,426,252 passages from the TREC Complex Answer Retrieval (CAR) and Microsoft MAchine Reading COmprehension (MARCO) datasets. Eighty information seeking dialogues (30 train, 50 test) are an average of 9 to 10 questions long. Relevance assessments are provided for 30 training topics and 20 test topics. This year 21 groups submitted a total of 65 runs using varying methods for conversational query understanding and ranking. Methods include traditional retrieval based methods, feature based learning-to-rank, neural models, and knowledge enhanced methods. A common theme through the runs is the use of BERT-based neural reranking methods. Leading methods also employed document expansion, conversational query expansion, and generative language models for conversational query rewriting (GPT-2). The results show a gap between automatic systems and those using the manually resolved utterances, with a 35% relative improvement of manual rewrites over the best automatic system.

Retrieval-augmented generation (RAG) is considered to be a promising approach to alleviate the hallucination issue of large language models (LLMs), and it has received widespread attention from researchers recently. Due to the limitation in the semantic understanding of retrieval models, the success of RAG heavily lies on the ability of LLMs to identify passages with utility. Recent efforts have explored the ability of LLMs to assess the relevance of passages in retrieval, but there has been limited work on evaluating the utility of passages in supporting question answering. In this work, we conduct a comprehensive study about the capabilities of LLMs in utility evaluation for open-domain QA. Specifically, we introduce a benchmarking procedure and collection of candidate passages with different characteristics, facilitating a series of experiments with five representative LLMs. Our experiments reveal that: (i) well-instructed LLMs can distinguish between relevance and utility, and that LLMs are highly receptive to newly generated counterfactual passages. Moreover, (ii) we scrutinize key factors that affect utility judgments in the instruction design. And finally, (iii) to verify the efficacy of utility judgments in practical retrieval augmentation applications, we delve into LLMs' QA capabilities using the evidence judged with utility and direct dense retrieval results. (iv) We propose a k-sampling, listwise approach to reduce the dependency of LLMs on the sequence of input passages, thereby facilitating subsequent answer generation. We believe that the way we formalize and study the problem along with our findings contributes to a critical assessment of retrieval-augmented LLMs. Our code and benchmark can be found at https://github.com/ict-bigdatalab/utility_judgments.

Recent advancements in Natural Language Processing (NLP) have impacted numerous sub-fields such as natural language generation, natural language inference, question answering, and more. However, in the field of question generation, the creation of distractors for multiple-choice questions (MCQ) remains a challenging task. In this work, we present a simple, generic framework for distractor generation using readily available Pre-trained Language Models (PLMs). Unlike previous methods, our framework relies solely on pre-trained language models and does not require additional training on specific datasets. Building upon previous research, we introduce a two-stage framework consisting of candidate generation and candidate selection. Our proposed distractor generation framework outperforms previous methods without the need for training or fine-tuning. Human evaluations confirm that our approach produces more effective and engaging distractors. The related codebase is publicly available at https://github.com/obss/disgem.

Information seeking users often pose questions with false presuppositions, especially when asking about unfamiliar topics. Most existing question answering (QA) datasets, in contrast, assume all questions have well defined answers. We introduce CREPE, a QA dataset containing a natural distribution of presupposition failures from online information-seeking forums. We find that 25% of questions contain false presuppositions, and provide annotations for these presuppositions and their corrections. Through extensive baseline experiments, we show that adaptations of existing open-domain QA models can find presuppositions moderately well, but struggle when predicting whether a presupposition is factually correct. This is in large part due to difficulty in retrieving relevant evidence passages from a large text corpus. CREPE provides a benchmark to study question answering in the wild, and our analyses provide avenues for future work in better modeling and further studying the task.

The usage and amount of information available on the internet increase over the past decade. This digitization leads to the need for automated answering system to extract fruitful information from redundant and transitional knowledge sources. Such systems are designed to cater the most prominent answer from this giant knowledge source to the user query using natural language understanding (NLU) and thus eminently depends on the Question-answering(QA) field. Question answering involves but not limited to the steps like mapping of user question to pertinent query, retrieval of relevant information, finding the best suitable answer from the retrieved information etc. The current improvement of deep learning models evince compelling performance improvement in all these tasks. In this review work, the research directions of QA field are analyzed based on the type of question, answer type, source of evidence-answer, and modeling approach. This detailing followed by open challenges of the field like automatic question generation, similarity detection and, low resource availability for a language. In the end, a survey of available datasets and evaluation measures is presented.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

Unlike short-form retrieval-augmented generation (RAG), such as factoid question answering, long-form RAG requires retrieval to provide documents covering a wide range of relevant information. Automated report generation exemplifies this setting: it requires not only relevant information but also a more elaborate response with comprehensive information. Yet, existing retrieval methods are primarily optimized for relevance ranking rather than information coverage. To address this limitation, we propose LANCER, an LLM-based reranking method for nugget coverage. LANCER predicts what sub-questions should be answered to satisfy an information need, predicts which documents answer these sub-questions, and reranks documents in order to provide a ranked list covering as many information nuggets as possible. Our empirical results show that LANCER enhances the quality of retrieval as measured by nugget coverage metrics, achieving higher α-nDCG and information coverage than other LLM-based reranking methods. Our oracle analysis further reveals that sub-question generation plays an essential role.