Ka Sing Wong

Lawrence Wong, Dongyu Liu, Laure Berti-Equille et al.

Anomaly detection on time series data is increasingly common across various industrial domains that monitor metrics in order to prevent potential accidents and economic losses. However, a scarcity of labeled data and ambiguous definitions of anomalies can complicate these efforts. Recent unsupervised machine learning methods have made remarkable progress in tackling this problem using either single-timestamp predictions or time series reconstructions. While traditionally considered separately, these methods are not mutually exclusive and can offer complementary perspectives on anomaly detection. This paper first highlights the successes and limitations of prediction-based and reconstruction-based methods with visualized time series signals and anomaly scores. We then propose AER (Auto-encoder with Regression), a joint model that combines a vanilla auto-encoder and an LSTM regressor to incorporate the successes and address the limitations of each method. Our model can produce bi-directional predictions while simultaneously reconstructing the original time series by optimizing a joint objective function. Furthermore, we propose several ways of combining the prediction and reconstruction errors through a series of ablation studies. Finally, we compare the performance of the AER architecture against two prediction-based methods and three reconstruction-based methods on 12 well-known univariate time series datasets from NASA, Yahoo, Numenta, and UCR. The results show that AER has the highest averaged F1 score across all datasets (a 23.5% improvement compared to ARIMA) while retaining a runtime similar to its vanilla auto-encoder and regressor components. Our model is available in Orion, an open-source benchmarking tool for time series anomaly detection.

Ka Wong, Praveen Paritosh

Since the inception of crowdsourcing, aggregation has been a common strategy for dealing with unreliable data. Aggregate ratings are more reliable than individual ones. However, many natural language processing (NLP) applications that rely on aggregate ratings only report the reliability of individual ratings, which is the incorrect unit of analysis. In these instances, the data reliability is under-reported, and a proposed k-rater reliability (kRR) should be used as the correct data reliability for aggregated datasets. It is a multi-rater generalization of inter-rater reliability (IRR). We conducted two replications of the WordSim-353 benchmark, and present empirical, analytical, and bootstrap-based methods for computing kRR on WordSim-353. These methods produce very similar results. We hope this discussion will nudge researchers to report kRR in addition to IRR.

Ka Wong, Praveen Paritosh, Lora Aroyo

We present a new approach to interpreting IRR that is empirical and contextualized. It is based upon benchmarking IRR against baseline measures in a replication, one of which is a novel cross-replication reliability (xRR) measure based on Cohen's kappa. We call this approach the xRR framework. We opensource a replication dataset of 4 million human judgements of facial expressions and analyze it with the proposed framework. We argue this framework can be used to measure the quality of crowdsourced datasets.

Calvin Yeung, Jeff Yu, King Chau Cheung et al.

Automated grading has become an essential tool in education technology due to its ability to efficiently assess large volumes of student work, provide consistent and unbiased evaluations, and deliver immediate feedback to enhance learning. However, current systems face significant limitations, including the need for large datasets in few-shot learning methods, a lack of personalized and actionable feedback, and an overemphasis on benchmark performance rather than student experience. To address these challenges, we propose a Zero-Shot Large Language Model (LLM)-Based Automated Assignment Grading (AAG) system. This framework leverages prompt engineering to evaluate both computational and explanatory student responses without requiring additional training or fine-tuning. The AAG system delivers tailored feedback that highlights individual strengths and areas for improvement, thereby enhancing student learning outcomes. Our study demonstrates the system's effectiveness through comprehensive evaluations, including survey responses from higher education students that indicate significant improvements in motivation, understanding, and preparedness compared to traditional grading methods. The results validate the AAG system's potential to transform educational assessment by prioritizing learning experiences and providing scalable, high-quality feedback.