Place Matters: Comparing LLM Hallucination Rates for Place-Based Legal Queries

How do we make a meaningful comparison of a large language model's knowledge of the law in one place compared to another? Quantifying these differences is critical to understanding if the quality of the legal information obtained by users of LLM-based chatbots varies depending on their location. However, obtaining meaningful comparative metrics is challenging because legal institutions in different places are not themselves easily comparable. In this work we propose a methodology to obtain place-to-place metrics based on the comparative law concept of functionalism. We construct a dataset of factual scenarios drawn from Reddit posts by users seeking legal advice for family, housing, employment, crime and traffic issues. We use these to elicit a summary of a law from the LLM relevant to each scenario in Los Angeles, London and Sydney. These summaries, typically of a legislative provision, are manually evaluated for hallucinations. We show that the rate of hallucination of legal information by leading closed-source LLMs is significantly associated with place. This suggests that the quality of legal solutions provided by these models is not evenly distributed across geography. Additionally, we show a strong negative correlation between hallucination rate and the frequency of the majority response when the LLM is sampled multiple times, suggesting a measure of uncertainty of model predictions of legal facts.

Good proctor or "Big Brother"? AI Ethics and Online Exam Supervision Technologies

This article philosophically analyzes online exam supervision technologies, which have been thrust into the public spotlight due to campus lockdowns during the COVID-19 pandemic and the growing demand for online courses. Online exam proctoring technologies purport to provide effective oversight of students sitting online exams, using artificial intelligence (AI) systems and human invigilators to supplement and review those systems. Such technologies have alarmed some students who see them as `Big Brother-like', yet some universities defend their judicious use. Critical ethical appraisal of online proctoring technologies is overdue. This article philosophically analyzes these technologies, focusing on the ethical concepts of academic integrity, fairness, non-maleficence, transparency, privacy, respect for autonomy, liberty, and trust. Most of these concepts are prominent in the new field of AI ethics and all are relevant to the education context. The essay provides ethical considerations that educational institutions will need to carefully review before electing to deploy and govern specific online proctoring technologies.