Rose E. Wang

Joy He-Yueya, Gabriel Poesia, Rose E. Wang et al. · stanford

Automatically generating high-quality step-by-step solutions to math word problems has many applications in education. Recently, combining large language models (LLMs) with external tools to perform complex reasoning and calculation has emerged as a promising direction for solving math word problems, but prior approaches such as Program-Aided Language model (PAL) are biased towards simple procedural problems and less effective for problems that require declarative reasoning. We propose an approach that combines an LLM that can incrementally formalize word problems as a set of variables and equations with an external symbolic solver that can solve the equations. Our approach achieves comparable accuracy to the original PAL on the GSM8K benchmark of math word problems and outperforms PAL by an absolute 20% on ALGEBRA, a new dataset of more challenging word problems extracted from Algebra textbooks. Our work highlights the benefits of using declarative and incremental representations when interfacing with an external tool for solving complex math word problems. Our data and prompts are publicly available at https://github.com/joyheyueya/declarative-math-word-problem.

Mina Lee, Megha Srivastava, Amelia Hardy et al. · stanford

Many real-world applications of language models (LMs), such as writing assistance and code autocomplete, involve human-LM interaction. However, most benchmarks are non-interactive in that a model produces output without human involvement. To evaluate human-LM interaction, we develop a new framework, Human-AI Language-based Interaction Evaluation (HALIE), that defines the components of interactive systems and dimensions to consider when designing evaluation metrics. Compared to standard, non-interactive evaluation, HALIE captures (i) the interactive process, not only the final output; (ii) the first-person subjective experience, not just a third-party assessment; and (iii) notions of preference beyond quality (e.g., enjoyment and ownership). We then design five tasks to cover different forms of interaction: social dialogue, question answering, crossword puzzles, summarization, and metaphor generation. With four state-of-the-art LMs (three variants of OpenAI's GPT-3 and AI21 Labs' Jurassic-1), we find that better non-interactive performance does not always translate to better human-LM interaction. In particular, we highlight three cases where the results from non-interactive and interactive metrics diverge and underscore the importance of human-LM interaction for LM evaluation.

Rose E. Wang, Qingyang Zhang, Carly Robinson et al.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: \url{https://github.com/rosewang2008/bridge}.

Li Lucy, Tal August, Rose E. Wang et al. · allen-ai

To ensure that math curriculum is grade-appropriate and aligns with critical skills or concepts in accordance with educational standards, pedagogical experts can spend months carefully reviewing published math problems. Drawing inspiration from this process, our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K math problems labeled with these standards (MathFish). We develop two tasks for evaluating LMs' abilities to assess math problems: (1) verifying whether a problem aligns with a given standard, and (2) tagging a problem with all aligned standards. Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts, suggesting the need for careful scrutiny on use cases involving LMs for generating curricular materials. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

Rose E. Wang, Dorottya Demszky

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Rose E. Wang, Pawan Wirawarn, Noah Goodman et al.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>$0.9$ inter-rater reliability, IRR) also display higher human-model agreement (>$0.7$), while categories with less consistent human annotations ($0.7$-$0.8$ IRR) correspondingly demonstrate lower human-model agreement ($0.3$-$0.5$). These techniques uncover useful student feedback from thousands of comments, costing around $\$0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

Rose E. Wang, Mike Wu, Noah Goodman

Learning often involves interaction between multiple agents. Human teacher-student settings best illustrate how interactions result in efficient knowledge passing where the teacher constructs a curriculum based on their students' abilities. Prior work in machine teaching studies how the teacher should construct optimal teaching datasets assuming the teacher knows everything about the student. However, in the real world, the teacher doesn't have complete information about the student. The teacher must interact and diagnose the student, before teaching. Our work proposes a simple diagnosis algorithm which uses Gaussian processes for inferring student-related information, before constructing a teaching dataset. We apply this to two settings. One is where the student learns from scratch and the teacher must figure out the student's learning algorithm parameters, eg. the regularization parameters in ridge regression or support vector machines. Two is where the student has partially explored the environment and the teacher must figure out the important areas the student has not explored; we study this in the offline reinforcement learning setting where the teacher must provide demonstrations to the student and avoid sending redundant trajectories. Our experiments highlight the importance of diagosing before teaching and demonstrate how students can learn more efficiently with the help of an interactive teacher. We conclude by outlining where diagnosing combined with teaching would be more desirable than passive learning.

Rose E. Wang, Dorottya Demszky

We introduce Edu-ConvoKit, an open-source library designed to handle pre-processing, annotation and analysis of conversation data in education. Resources for analyzing education conversation data are scarce, making the research challenging to perform and therefore hard to access. We address these challenges with Edu-ConvoKit. Edu-ConvoKit is open-source (https://github.com/stanfordnlp/edu-convokit ), pip-installable (https://pypi.org/project/edu-convokit/ ), with comprehensive documentation (https://edu-convokit.readthedocs.io/en/latest/ ). Our demo video is available at: https://youtu.be/zdcI839vAko?si=h9qlnl76ucSuXb8- . We include additional resources, such as Colab applications of Edu-ConvoKit to three diverse education datasets and a repository of Edu-ConvoKit related papers, that can be found in our GitHub repository.

Rose E. Wang, Pawan Wirawarn, Omar Khattab et al.

Many online content portals allow users to ask questions to supplement their understanding (e.g., of lectures). While information retrieval (IR) systems may provide answers for such user queries, they do not directly assist content creators -- such as lecturers who want to improve their content -- identify segments that _caused_ a user to ask those questions. We introduce the task of backtracing, in which systems retrieve the text segment that most likely caused a user query. We formalize three real-world domains for which backtracing is important in improving content delivery and communication: understanding the cause of (a) student confusion in the Lecture domain, (b) reader curiosity in the News Article domain, and (c) user emotion in the Conversation domain. We evaluate the zero-shot performance of popular information retrieval methods and language modeling methods, including bi-encoder, re-ranking and likelihood-based methods and ChatGPT. While traditional IR systems retrieve semantically relevant information (e.g., details on "projection matrices" for a query "does projecting multiple times still lead to the same point?"), they often miss the causally relevant context (e.g., the lecturer states "projecting twice gets me the same answer as one projection"). Our results show that there is room for improvement on backtracing and it requires new retrieval approaches. We hope our benchmark serves to improve future retrieval systems for backtracing, spawning systems that refine content generation and identify linguistic triggers influencing user queries. Our code and data are open-sourced: https://github.com/rosewang2008/backtracing.

Caleb Ziems, Dora Zhao, Rose E. Wang et al.

Large Language Models (LLMs) are increasingly shaping the private and professional lives of users, with numerous applications in business, education, finance, healthcare, law, and science. With this rise in global influence comes greater urgency to build, evaluate, and deploy these systems in a manner that prioritizes not only technical capabilities but also human priorities. This work presents a framework for developing Human-Centered Large Language Models (HCLLMs), which integrates perspectives from Natural Language Processing (NLP), Human-Computer Interaction (HCI), and responsible AI. Considering the ethics, economics, and technical objectives of language modeling, we argue that model developers need to address human concerns, preferences, values, and goals, not only during a cursory post-training stage, but rather with rigor and care at every stage of the pipeline. This paper offers human-centered insights and recommendations for developers at each stage, from system design to data sourcing, model training, evaluation, and responsible deployment. Then we conclude with a case study, applying these insights to understand the future of work with HCLLMs.

Qingyang Zhang, Rose E. Wang, Ana T. Ribeiro et al.

Educator attention is critical for student success, yet how educators distribute their attention across students remains poorly understood due to data and methodological constraints. This study presents the first large-scale computational analysis of educator attention patterns, leveraging over 1 million educator utterances from virtual group tutoring sessions linked to detailed student demographic and academic achievement data. Using natural language processing techniques, we systematically examine the recipient and nature of educator attention. Our findings reveal that educators often provide more attention to lower-achieving students. However, disparities emerge across demographic lines, particularly by gender. Girls tend to receive less attention when paired with boys, even when they are the lower achieving student in the group. Lower-achieving female students in mixed-gender pairs receive significantly less attention than their higher-achieving male peers, while lower-achieving male students receive significantly and substantially more attention than their higher-achieving female peers. We also find some differences by race and English learner (EL) status, with low-achieving Black students receiving additional attention only when paired with another Black student but not when paired with a non-Black peer. In contrast, higher-achieving EL students receive disproportionately more attention than their lower-achieving EL peers. This work highlights how large-scale interaction data and computational methods can uncover subtle but meaningful disparities in teaching practices, providing empirical insights to inform more equitable and effective educational strategies.

Rose E. Wang, Pawan Wirawarn, Kenny Lam et al.

Many open-ended conversations (e.g., tutoring lessons or business meetings) revolve around pre-defined reference materials, like worksheets or meeting bullets. To provide a framework for studying such conversation structure, we introduce Problem-Oriented Segmentation & Retrieval (POSR), the task of jointly breaking down conversations into segments and linking each segment to the relevant reference item. As a case study, we apply POSR to education where effectively structuring lessons around problems is critical yet difficult. We present LessonLink, the first dataset of real-world tutoring lessons, featuring 3,500 segments, spanning 24,300 minutes of instruction and linked to 116 SAT math problems. We define and evaluate several joint and independent approaches for POSR, including segmentation (e.g., TextTiling), retrieval (e.g., ColBERT), and large language models (LLMs) methods. Our results highlight that modeling POSR as one joint task is essential: POSR methods outperform independent segmentation and retrieval pipelines by up to +76% on joint metrics and surpass traditional segmentation methods by up to +78% on segmentation metrics. We demonstrate POSR's practical impact on downstream education applications, deriving new insights on the language and time use in real-world lesson structures.

Rose E. Wang, Julia White, Jesse Mu et al.

To be good conversational partners, natural language processing (NLP) systems should be trained to produce contextually useful utterances. Prior work has investigated training NLP systems with communication-based objectives, where a neural listener stands in as a communication partner. However, these systems commonly suffer from semantic drift where the learned language diverges radically from natural language. We propose a method that uses a population of neural listeners to regularize speaker training. We first show that language drift originates from the poor uncertainty calibration of a neural listener, which makes high-certainty predictions on novel sentences. We explore ensemble- and dropout-based populations of listeners and find that the former results in better uncertainty quantification. We evaluate both population-based objectives on reference games, and show that the ensemble method with better calibration enables the speaker to generate pragmatic utterances while scaling to a large vocabulary and generalizing to new games and listeners.

Rishi Bommasani, Drew A. Hudson, Ehsan Adeli et al.

AI is undergoing a paradigm shift with the rise of models (e.g., BERT, DALL-E, GPT-3) that are trained on broad data at scale and are adaptable to a wide range of downstream tasks. We call these models foundation models to underscore their critically central yet incomplete character. This report provides a thorough account of the opportunities and risks of foundation models, ranging from their capabilities (e.g., language, vision, robotics, reasoning, human interaction) and technical principles(e.g., model architectures, training procedures, data, systems, security, evaluation, theory) to their applications (e.g., law, healthcare, education) and societal impact (e.g., inequity, misuse, economic and environmental impact, legal and ethical considerations). Though foundation models are based on standard deep learning and transfer learning, their scale results in new emergent capabilities,and their effectiveness across so many tasks incentivizes homogenization. Homogenization provides powerful leverage but demands caution, as the defects of the foundation model are inherited by all the adapted models downstream. Despite the impending widespread deployment of foundation models, we currently lack a clear understanding of how they work, when they fail, and what they are even capable of due to their emergent properties. To tackle these questions, we believe much of the critical research on foundation models will require deep interdisciplinary collaboration commensurate with their fundamentally sociotechnical nature.

Rose E. Wang, Sarah A. Wu, James A. Evans et al.

Collaboration requires agents to coordinate their behavior on the fly, sometimes cooperating to solve a single task together and other times dividing it up into sub-tasks to work on in parallel. Underlying the human ability to collaborate is theory-of-mind, the ability to infer the hidden mental states that drive others to act. Here, we develop Bayesian Delegation, a decentralized multi-agent learning mechanism with these abilities. Bayesian Delegation enables agents to rapidly infer the hidden intentions of others by inverse planning. We test Bayesian Delegation in a suite of multi-agent Markov decision processes inspired by cooking problems. On these tasks, agents with Bayesian Delegation coordinate both their high-level plans (e.g. what sub-task they should work on) and their low-level actions (e.g. avoiding getting in each other's way). In a self-play evaluation, Bayesian Delegation outperforms alternative algorithms. Bayesian Delegation is also a capable ad-hoc collaborator and successfully coordinates with other agent types even in the absence of prior experience. Finally, in a behavioral experiment, we show that Bayesian Delegation makes inferences similar to human observers about the intent of others. Together, these results demonstrate the power of Bayesian Delegation for decentralized multi-agent collaboration.

Rose E. Wang, J. Chase Kew, Dennis Lee et al.

Collaboration requires agents to align their goals on the fly. Underlying the human ability to align goals with other agents is their ability to predict the intentions of others and actively update their own plans. We propose hierarchical predictive planning (HPP), a model-based reinforcement learning method for decentralized multiagent rendezvous. Starting with pretrained, single-agent point to point navigation policies and using noisy, high-dimensional sensor inputs like lidar, we first learn via self-supervision motion predictions of all agents on the team. Next, HPP uses the prediction models to propose and evaluate navigation subgoals for completing the rendezvous task without explicit communication among agents. We evaluate HPP in a suite of unseen environments, with increasing complexity and numbers of obstacles. We show that HPP outperforms alternative reinforcement learning, path planning, and heuristic-based baselines on challenging, unseen environments. Experiments in the real world demonstrate successful transfer of the prediction models from sim to real world without any additional fine-tuning. Altogether, HPP removes the need for a centralized operator in multiagent systems by combining model-based RL and inference methods, enabling agents to dynamically align plans.

Rose E. Wang, Michael Everett, Jonathan P. How

There are several real-world tasks that would benefit from applying multiagent reinforcement learning (MARL) algorithms, including the coordination among self-driving cars. The real world has challenging conditions for multiagent learning systems, such as its partial observable and nonstationary nature. Moreover, if agents must share a limited resource (e.g. network bandwidth) they must all learn how to coordinate resource use. This paper introduces a deep recurrent multiagent actor-critic framework (R-MADDPG) for handling multiagent coordination under partial observable set-tings and limited communication. We investigate recurrency effects on performance and communication use of a team of agents. We demonstrate that the resulting framework learns time dependencies for sharing missing observations, handling resource limitations, and developing different communication patterns among agents.