In neural machine translation (NMT), it is has become standard to translate using subword units to allow for an open vocabulary and improve accuracy on infrequent words. Bytepair encoding (BPE) and its variants are the predominant approach to generating these subwords, as they are unsupervised, resource-free, and empirically effective. However, the granularity of these subword units is a hyperparameter to be tuned for each language and task, using methods such as grid search. Tuning may be done inexhaustively or skipped entirely due to resource constraints, leading to sub-optimal performance. In this paper, we propose a method to automatically tune this parameter using only one training pass. We incrementally introduce new vocabulary online based on the held-out validation loss, beginning with smaller, general subwords and adding larger, more specific units over the course of training. Our method matches the results found with grid search, optimizing segmentation granularity without any additional training time. We also show benefits in training efficiency and performance improvements for rare words due to the way embeddings for larger units are incrementally constructed by combining those from smaller units.
Automatic item generation (AIG) has the potential to greatly expand the number of items for educational assessments, while simultaneously allowing for a more construct-driven approach to item development. However, the traditional item modeling approach in AIG is limited in scope to content areas that are relatively easy to model (such as math problems), and depends on highly skilled content experts to create each model. In this paper we describe the interactive reading task, a transformer-based deep language modeling approach for creating reading comprehension assessments. This approach allows a fully automated process for the creation of source passages together with a wide range of comprehension questions about the passages. The format of the questions allows automatic scoring of responses with high fidelity (e.g., selected response questions). We present the results of a large-scale pilot of the interactive reading task, with hundreds of passages and thousands of questions. These passages were administered as part of the practice test of the Duolingo English Test. Human review of the materials and psychometric analyses of test taker results demonstrate the feasibility of this approach for automatic creation of complex educational assessments.
Neural methods for embedding entities are typically extrinsically evaluated on downstream tasks and, more recently, intrinsically using probing tasks. Downstream task-based comparisons are often difficult to interpret due to differences in task structure, while probing task evaluations often look at only a few attributes and models. We address both of these issues by evaluating a diverse set of eight neural entity embedding methods on a set of simple probing tasks, demonstrating which methods are able to remember words used to describe entities, learn type, relationship and factual information, and identify how frequently an entity is mentioned. We also compare these methods in a unified framework on two entity linking tasks and discuss how they generalize to different model architectures and datasets.
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