Text classification in education, usually called auto-tagging, is the automated process of assigning relevant tags to educational content, such as questions and textbooks. However, auto-tagging suffers from a data scarcity problem, which stems from two major challenges: 1) it possesses a large tag space and 2) it is multi-label. Though a retrieval approach is reportedly good at low-resource scenarios, there have been fewer efforts to directly address the data scarcity problem. To mitigate these issues, here we propose a novel retrieval approach CEAA that provides effective learning in educational text classification. Our main contributions are as follows: 1) we leverage transfer learning from question-answering datasets, and 2) we propose a simple but effective data augmentation method introducing cross-encoder style texts to a bi-encoder architecture for more efficient inference. An extensive set of experiments shows that our proposed method is effective in multi-label scenarios and low-resource tags compared to state-of-the-art models.

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.

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.

This paper studies the keyphrase generation (KG) task for scenarios where structure plays an important role. For example, a scientific publication consists of a short title and a long body, where the title can be used for de-emphasizing unimportant details in the body. Similarly, for short social media posts (, tweets), scarce context can be augmented from titles, though often missing. Our contribution is generating/augmenting structure then injecting these information in the encoding, using existing keyphrases of other documents, complementing missing/incomplete titles. We propose novel structure-augmented document encoding approaches that consist of the following two phases: The first phase, generating structure, extends the given document with related but absent keyphrases, augmenting missing context. The second phase, encoding structure, builds a graph of keyphrases and the given document to obtain the structure-aware representation of the augmented text. Our empirical results validate that our proposed structure augmentation and augmentation-aware encoding/decoding can improve KG for both scenarios, outperforming the state-of-the-art.

This paper studies label augmentation for training dialogue response selection. The existing model is trained by “observational” annotation, where one observed response is annotated as gold. In this paper, we propose “counterfactual augmentation” of pseudo-positive labels. We validate that the effectiveness of augmented labels are comparable to positives, such that ours outperform state-of-the-arts without augmentation.