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Register a new userResults and Insights from Diagnostic Questions: The NeurIPS 2020 Education Challenge
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Zichao Wang
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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This competition concerns educational diagnostic questions, which are pedagogically effective, multiple-choice questions (MCQs) whose distractors embody misconceptions. With a large and ever-increasing number of such questions, it becomes overwhelming for teachers to know which questions are the best ones to use for their students. We thus seek to answer the following question: how can we use data on hundreds of millions of answers to MCQs to drive automatic personalized learning in large-scale learning scenarios where manual personalization is infeasible? Success in using MCQ data at scale helps build more intelligent, personalized learning platforms that ultimately improve the quality of education en masse. To this end, we introduce a new, large-scale, real-world dataset and formulate 4 data mining tasks on MCQs that mimic real learning scenarios and target various aspects of the above question in a competition setting at NeurIPS 2020. We report on our NeurIPS competition in which nearly 400 teams submitted approximately 4000 submissions, with encouragingly diverse and effective approaches to each of our tasks.
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Digital technologies are becoming increasingly prevalent in education, enabling personalized, high quality education resources to be accessible by students across the world. Importantly, among these resources are diagnostic questions: the answers that the students give to these questions reveal key information about the specific nature of misconceptions that the students may hold. Analyzing the massive quantities of data stemming from students interactions with these diagnostic questions can help us more accurately understand the students learning status and thus allow us to automate learning curriculum recommendations. In this competition, participants will focus on the students answer records to these multiple-choice diagnostic questions, with the aim of 1) accurately predicting which answers the students provide; 2) accurately predicting which questions have high quality; and 3) determining a personalized sequence of questions for each student that best predicts the students answers. These tasks closely mimic the goals of a real-world educational platform and are highly representative of the educational challenges faced today. We provide over 20 million examples of students answers to mathematics questions from Eedi, a leading educational platform which thousands of students interact with daily around the globe. Participants to this competition have a chance to make a lasting, real-world impact on the quality of personalized education for millions of students across the world.
We organized a competition on Autonomous Lifelong Machine Learning with Drift that was part of the competition program of NeurIPS 2018. This data driven competition asked participants to develop computer programs capable of solving supervised learning problems where the i.i.d. assumption did not hold. Large data sets were arranged in a lifelong learning and evaluation scenario and CodaLab was used as the challenge platform. The challenge attracted more than 300 participants in its two month duration. This chapter describes the design of the challenge and summarizes its main results.
This paper presents the results and analyses stemming from the first VoicePrivacy 2020 Challenge which focuses on developing anonymization solutions for speech technology. We provide a systematic overview of the challenge design with an analysis of submitted systems and evaluation results. In particular, we describe the voice anonymization task and datasets used for system development and evaluation. Also, we present different attack models and the associated objective and subjective evaluation metrics. We introduce two anonymization baselines and provide a summary description of the anonymization systems developed by the challenge participants. We report objective and subjective evaluation results for baseline and submitted systems. In addition, we present experimental results for alternative privacy metrics and attack models developed as a part of the post-evaluation analysis. Finally, we summarize our insights and observations that will influence the design of the next VoicePrivacy challenge edition and some directions for future voice anonymization research.
Learning from imperfect data becomes an issue in many industrial applications after the research community has made profound progress in supervised learning from perfectly annotated datasets. The purpose of the Learning from Imperfect Data (LID) workshop is to inspire and facilitate the research in developing novel approaches that would harness the imperfect data and improve the data-efficiency during training. A massive amount of user-generated data nowadays available on multiple internet services. How to leverage those and improve the machine learning models is a high impact problem. We organize the challenges in conjunction with the workshop. The goal of these challenges is to find the state-of-the-art approaches in the weakly supervised learning setting for object detection, semantic segmentation, and scene parsing. There are three tracks in the challenge, i.e., weakly supervised semantic segmentation (Track 1), weakly supervised scene parsing (Track 2), and weakly supervised object localization (Track 3). In Track 1, based on ILSVRC DET, we provide pixel-level annotations of 15K images from 200 categories for evaluation. In Track 2, we provide point-based annotations for the training set of ADE20K. In Track 3, based on ILSVRC CLS-LOC, we provide pixel-level annotations of 44,271 images for evaluation. Besides, we further introduce a new evaluation metric proposed by cite{zhang2020rethinking}, i.e., IoU curve, to measure the quality of the generated object localization maps. This technical report summarizes the highlights from the challenge. The challenge submission server and the leaderboard will continue to open for the researchers who are interested in it. More details regarding the challenge and the benchmarks are available at https://lidchallenge.github.io
Programming education is becoming important as demands on computer literacy and coding skills are growing. Despite the increasing popularity of interactive online learning systems, many programming courses in schools have not changed their teaching format from the conventional classroom setting. We see two research opportunities here. Students may have diverse expertise and experience in programming. Thus, particular content and teaching speed can be disengaging for experienced students or discouraging for novice learners. In a large classroom, instructors cannot oversee the learning progress of each student, and have difficulty matching teaching materials with the comprehension level of individual students. We present ClassCode, a web-based environment tailored to programming education in classrooms. Students can take online tutorials prepared by instructors at their own pace. They can then deepen their understandings by performing interactive coding exercises interleaved within tutorials. ClassCode tracks all interactions by each student, and summarizes them to instructors. This serves as a progress report, facilitating the instructors to provide additional explanations in-situ or revise course materials. Our user evaluation through a small lecture and expert review by instructors and teaching assistants confirm the potential of ClassCode by uncovering how it could address issues in existing programming courses at universities.
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