Isabel Amigo

Sebastian Müller, Isabel Amigo, Alexandre Reiffers-Masson et al.

In directed acyclic graph (DAG)-based distributed ledgers, unreferenced blocks (tips) form the backlog of a distributed queueing system. Each new block creates one tip and attempts to remove up to $k$ existing tips by referencing them. With heterogeneous propagation delays, these service decisions are made from delayed local information, so nodes may disagree on the backlog and some reference attempts are wasted. We study a continuous-time Poisson model with bounded heterogeneous delays and uniform tip selection. We prove that the embedded tip-configuration chain is irreducible, aperiodic, and positive Harris recurrent, and hence admits a unique stationary regime. The observer and local tip-pool sizes have stationary exponential moments, converge to their stationary limits, and satisfy almost-sure ergodic averages. We also derive a Little-type identity relating the stationary mean observer tip count to the mean time until a typical block is first referenced. Simulations are included as qualitative illustrations of the effects of delay variability and issuance heterogeneity.

Alexandre Reiffers-Masson, Isabel Amigo

In this paper, we propose an iterative scheme for distributed Byzantineresilient estimation of a gradient associated with a black-box model. Our algorithm is based on simultaneous perturbation, secure state estimation and two-timescale stochastic approximations. We also show the performance of our algorithm through numerical experiments.

Germán Capdehourat, Isabel Amigo, Brian Lorenzo et al.

Grading is a time-consuming and laborious task that educators must face. It is an important task since it provides feedback signals to learners, and it has been demonstrated that timely feedback improves the learning process. In recent years, the irruption of LLMs has shed light on the effectiveness of automatic grading. In this paper, we explore the performance of different LLMs and prompting techniques in automatically grading short-text answers to open-ended questions. Unlike most of the literature, our study focuses on a use case where the questions, answers, and prompts are all in Spanish. Experimental results comparing automatic scores to those of human-expert evaluators show good outcomes in terms of accuracy, precision and consistency for advanced LLMs, both open and proprietary. Results are notably sensitive to prompt styles, suggesting biases toward certain words or content in the prompt. However, the best combinations of models and prompt strategies, consistently surpasses an accuracy of 95% in a three-level grading task, which even rises up to more than 98% when the it is simplified to a binary right or wrong rating problem, which demonstrates the potential that LLMs have to implement this type of automation in education applications.