Cross Encoding as Augmentation: Towards Effective Educational Text Classification

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.

Evaluation of Question Generation Needs More References

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.

Towards Practical Plug-and-Play Diffusion Models

Diffusion-based generative models have achieved remarkable success in image generation. Their guidance formulation allows an external model to plug-and-play control the generation process for various tasks without fine-tuning the diffusion model. However, the direct use of publicly available off-the-shelf models for guidance fails due to their poor performance on noisy inputs. For that, the existing practice is to fine-tune the guidance models with labeled data corrupted with noises. In this paper, we argue that this practice has limitations in two aspects: (1) performing on inputs with extremely various noises is too hard for a single model; (2) collecting labeled datasets hinders scaling up for various tasks. To tackle the limitations, we propose a novel strategy that leverages multiple experts where each expert is specialized in a particular noise range and guides the reverse process at its corresponding timesteps. However, as it is infeasible to manage multiple networks and utilize labeled data, we present a practical guidance framework termed Practical Plug-And-Play (PPAP), which leverages parameter-efficient fine-tuning and data-free knowledge transfer. We exhaustively conduct ImageNet class conditional generation experiments to show that our method can successfully guide diffusion with small trainable parameters and no labeled data. Finally, we show that image classifiers, depth estimators, and semantic segmentation models can guide publicly available GLIDE through our framework in a plug-and-play manner.

Visualizing the embedding space to explain the effect of knowledge distillation

Recent research has found that knowledge distillation can be effective in reducing the size of a network and in increasing generalization. A pre-trained, large teacher network, for example, was shown to be able to bootstrap a student model that eventually outperforms the teacher in a limited label environment. Despite these advances, it still is relatively unclear \emph{why} this method works, that is, what the resulting student model does 'better'. To address this issue, here, we utilize two non-linear, low-dimensional embedding methods (t-SNE and IVIS) to visualize representation spaces of different layers in a network. We perform a set of extensive experiments with different architecture parameters and distillation methods. The resulting visualizations and metrics clearly show that distillation guides the network to find a more compact representation space for higher accuracy already in earlier layers compared to its non-distilled version.