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Jul 29

CHART-6: Human-Centered Evaluation of Data Visualization Understanding in Vision-Language Models

Data visualizations are powerful tools for communicating patterns in quantitative data. Yet understanding any data visualization is no small feat -- succeeding requires jointly making sense of visual, numerical, and linguistic inputs arranged in a conventionalized format one has previously learned to parse. Recently developed vision-language models are, in principle, promising candidates for developing computational models of these cognitive operations. However, it is currently unclear to what degree these models emulate human behavior on tasks that involve reasoning about data visualizations. This gap reflects limitations in prior work that has evaluated data visualization understanding in artificial systems using measures that differ from those typically used to assess these abilities in humans. Here we evaluated eight vision-language models on six data visualization literacy assessments designed for humans and compared model responses to those of human participants. We found that these models performed worse than human participants on average, and this performance gap persisted even when using relatively lenient criteria to assess model performance. Moreover, while relative performance across items was somewhat correlated between models and humans, all models produced patterns of errors that were reliably distinct from those produced by human participants. Taken together, these findings suggest significant opportunities for further development of artificial systems that might serve as useful models of how humans reason about data visualizations. All code and data needed to reproduce these results are available at: https://osf.io/e25mu/?view_only=399daff5a14d4b16b09473cf19043f18.

Data Formulator 2: Iteratively Creating Rich Visualizations with AI

To create rich visualizations, data analysts often need to iterate back and forth among data processing and chart specification to achieve their goals. To achieve this, analysts need not only proficiency in data transformation and visualization tools but also efforts to manage the branching history consisting of many different versions of data and charts. Recent LLM-powered AI systems have greatly improved visualization authoring experiences, for example by mitigating manual data transformation barriers via LLMs' code generation ability. However, these systems do not work well for iterative visualization authoring, because they often require analysts to provide, in a single turn, a text-only prompt that fully describes the complex visualization task to be performed, which is unrealistic to both users and models in many cases. In this paper, we present Data Formulator 2, an LLM-powered visualization system to address these challenges. With Data Formulator 2, users describe their visualization intent with blended UI and natural language inputs, and data transformation are delegated to AI. To support iteration, Data Formulator 2 lets users navigate their iteration history and reuse previous designs towards new ones so that they don't need to start from scratch every time. In a user study with eight participants, we observed that Data Formulator 2 allows participants to develop their own iteration strategies to complete challenging data exploration sessions.

Prompt4Vis: Prompting Large Language Models with Example Mining and Schema Filtering for Tabular Data Visualization

Data visualization (DV) systems are increasingly recognized for their profound capability to uncover insights from vast datasets, gaining attention across both industry and academia. Crafting data queries is an essential process within certain declarative visualization languages (DVLs, e.g., Vega-Lite, EChart.). The evolution of natural language processing (NLP) technologies has streamlined the use of natural language interfaces to visualize tabular data, offering a more accessible and intuitive user experience. However, current methods for converting natural language questions into data visualization queries, such as Seq2Vis, ncNet, and RGVisNet, despite utilizing complex neural network architectures, still fall short of expectations and have great room for improvement. Large language models (LLMs) such as ChatGPT and GPT-4, have established new benchmarks in a variety of NLP tasks, fundamentally altering the landscape of the field. Inspired by these advancements, we introduce a novel framework, Prompt4Vis, leveraging LLMs and in-context learning to enhance the performance of generating data visualization from natural language. Prompt4Vis comprises two key components: (1) a multi-objective example mining module, designed to find out the truly effective examples that strengthen the LLM's in-context learning capabilities for text-to-vis; (2) a schema filtering module, which is proposed to simplify the schema of the database. Extensive experiments through 5-fold cross-validation on the NVBench dataset demonstrate the superiority of Prompt4Vis, which notably surpasses the state-of-the-art (SOTA) RGVisNet by approximately 35.9% and 71.3% on dev and test sets, respectively. To the best of our knowledge, Prompt4Vis is the first work that introduces in-context learning into the text-to-vis for generating data visualization queries.

From Pixels to Insights: A Survey on Automatic Chart Understanding in the Era of Large Foundation Models

Data visualization in the form of charts plays a pivotal role in data analysis, offering critical insights and aiding in informed decision-making. Automatic chart understanding has witnessed significant advancements with the rise of large foundation models in recent years. Foundation models, such as large language models, have revolutionized various natural language processing tasks and are increasingly being applied to chart understanding tasks. This survey paper provides a comprehensive overview of the recent developments, challenges, and future directions in chart understanding within the context of these foundation models. We review fundamental building blocks crucial for studying chart understanding tasks. Additionally, we explore various tasks and their evaluation metrics and sources of both charts and textual inputs. Various modeling strategies are then examined, encompassing both classification-based and generation-based approaches, along with tool augmentation techniques that enhance chart understanding performance. Furthermore, we discuss the state-of-the-art performance of each task and discuss how we can improve the performance. Challenges and future directions are addressed, highlighting the importance of several topics, such as domain-specific charts, lack of efforts in developing evaluation metrics, and agent-oriented settings. This survey paper serves as a comprehensive resource for researchers and practitioners in the fields of natural language processing, computer vision, and data analysis, providing valuable insights and directions for future research in chart understanding leveraging large foundation models. The studies mentioned in this paper, along with emerging new research, will be continually updated at: https://github.com/khuangaf/Awesome-Chart-Understanding.

What Should Data Science Education Do with Large Language Models?

The rapid advances of large language models (LLMs), such as ChatGPT, are revolutionizing data science and statistics. These state-of-the-art tools can streamline complex processes. As a result, it reshapes the role of data scientists. We argue that LLMs are transforming the responsibilities of data scientists, shifting their focus from hands-on coding, data-wrangling and conducting standard analyses to assessing and managing analyses performed by these automated AIs. This evolution of roles is reminiscent of the transition from a software engineer to a product manager. We illustrate this transition with concrete data science case studies using LLMs in this paper. These developments necessitate a meaningful evolution in data science education. Pedagogy must now place greater emphasis on cultivating diverse skillsets among students, such as LLM-informed creativity, critical thinking, AI-guided programming. LLMs can also play a significant role in the classroom as interactive teaching and learning tools, contributing to personalized education. This paper discusses the opportunities, resources and open challenges for each of these directions. As with any transformative technology, integrating LLMs into education calls for careful consideration. While LLMs can perform repetitive tasks efficiently, it's crucial to remember that their role is to supplement human intelligence and creativity, not to replace it. Therefore, the new era of data science education should balance the benefits of LLMs while fostering complementary human expertise and innovations. In conclusion, the rise of LLMs heralds a transformative period for data science and its education. This paper seeks to shed light on the emerging trends, potential opportunities, and challenges accompanying this paradigm shift, hoping to spark further discourse and investigation into this exciting, uncharted territory.

VisPath: Automated Visualization Code Synthesis via Multi-Path Reasoning and Feedback-Driven Optimization

Unprecedented breakthroughs in Large Language Models (LLMs) has amplified its penetration into application of automated visualization code generation. Few-shot prompting and query expansion techniques have notably enhanced data visualization performance, however, still fail to overcome ambiguity and complexity of natural language queries - imposing an inherent burden for manual human intervention. To mitigate such limitations, we propose a holistic framework VisPath : A Multi-Path Reasoning and Feedback-Driven Optimization Framework for Visualization Code Generation, which systematically enhances code quality through structured reasoning and refinement. VisPath is a multi-stage framework, specially designed to handle underspecified queries. To generate a robust final visualization code, it first utilizes initial query to generate diverse reformulated queries via Chain-of-Thought (CoT) prompting, each representing a distinct reasoning path. Refined queries are used to produce candidate visualization scripts, consequently executed to generate multiple images. Comprehensively assessing correctness and quality of outputs, VisPath generates feedback for each image, which are then fed to aggregation module to generate optimal result. Extensive experiments on benchmarks including MatPlotBench and the Qwen-Agent Code Interpreter Benchmark show that VisPath significantly outperforms state-of-the-art (SOTA) methods, increased up to average 17%, offering a more reliable solution for AI-driven visualization code generation.

How do Observable Users Decompose D3 Code? A Qualitative Study

Many toolkit developers seek to streamline the visualization programming process through structured support such as prescribed templates and example galleries. However, few projects examine how users organize their own visualization programs and how their coding choices may deviate from the intents of toolkit developers, impacting visualization prototyping and design. Further, is it possible to infer users' reasoning indirectly through their code, even when users copy code from other sources? We explore this question through a qualitative analysis of 715 D3 programs on Observable. We identify three levels of program organization based on how users decompose their code into smaller blocks: Program-, Chart-, and Component-Level code decomposition, with a strong preference for Component-Level reasoning. In a series of interviews, we corroborate that these levels reflect how Observable users reason about visualization programs. We compare common user-made components with those theorized in the Grammar of Graphics to assess overlap in user and toolkit developer reasoning. We find that, while the Grammar of Graphics covers basic visualizations well, it falls short in describing complex visualization types, especially those with animation, interaction, and parameterization components. Our findings highlight how user practices differ from formal grammars and reinforce ongoing efforts to rethink visualization toolkit support, including augmenting learning tools and AI assistants to better reflect real-world coding strategies.

Chat2VIS: Generating Data Visualisations via Natural Language using ChatGPT, Codex and GPT-3 Large Language Models

The field of data visualisation has long aimed to devise solutions for generating visualisations directly from natural language text. Research in Natural Language Interfaces (NLIs) has contributed towards the development of such techniques. However, the implementation of workable NLIs has always been challenging due to the inherent ambiguity of natural language, as well as in consequence of unclear and poorly written user queries which pose problems for existing language models in discerning user intent. Instead of pursuing the usual path of developing new iterations of language models, this study uniquely proposes leveraging the advancements in pre-trained large language models (LLMs) such as ChatGPT and GPT-3 to convert free-form natural language directly into code for appropriate visualisations. This paper presents a novel system, Chat2VIS, which takes advantage of the capabilities of LLMs and demonstrates how, with effective prompt engineering, the complex problem of language understanding can be solved more efficiently, resulting in simpler and more accurate end-to-end solutions than prior approaches. Chat2VIS shows that LLMs together with the proposed prompts offer a reliable approach to rendering visualisations from natural language queries, even when queries are highly misspecified and underspecified. This solution also presents a significant reduction in costs for the development of NLI systems, while attaining greater visualisation inference abilities compared to traditional NLP approaches that use hand-crafted grammar rules and tailored models. This study also presents how LLM prompts can be constructed in a way that preserves data security and privacy while being generalisable to different datasets. This work compares the performance of GPT-3, Codex and ChatGPT across a number of case studies and contrasts the performances with prior studies.

SPIQA: A Dataset for Multimodal Question Answering on Scientific Papers

Seeking answers to questions within long scientific research articles is a crucial area of study that aids readers in quickly addressing their inquiries. However, existing question-answering (QA) datasets based on scientific papers are limited in scale and focus solely on textual content. To address this limitation, we introduce SPIQA (Scientific Paper Image Question Answering), the first large-scale QA dataset specifically designed to interpret complex figures and tables within the context of scientific research articles across various domains of computer science. Leveraging the breadth of expertise and ability of multimodal large language models (MLLMs) to understand figures, we employ automatic and manual curation to create the dataset. We craft an information-seeking task involving multiple images that cover a wide variety of plots, charts, tables, schematic diagrams, and result visualizations. SPIQA comprises 270K questions divided into training, validation, and three different evaluation splits. Through extensive experiments with 12 prominent foundational models, we evaluate the ability of current multimodal systems to comprehend the nuanced aspects of research articles. Additionally, we propose a Chain-of-Thought (CoT) evaluation strategy with in-context retrieval that allows fine-grained, step-by-step assessment and improves model performance. We further explore the upper bounds of performance enhancement with additional textual information, highlighting its promising potential for future research and the dataset's impact on revolutionizing how we interact with scientific literature.

Explain with Visual Keypoints Like a Real Mentor! A Benchmark for Multimodal Solution Explanation

With the rapid advancement of mathematical reasoning capabilities in Large Language Models (LLMs), AI systems are increasingly being adopted in educational settings to support students' comprehension of problem-solving processes. However, a critical component remains underexplored in current LLM-generated explanations: visual explanation. In real-world instructional contexts, human tutors routinely employ visual aids - such as diagrams, markings, and highlights - to enhance conceptual clarity. To bridge this gap, we introduce a novel task of visual solution explanation, which requires generating explanations that incorporate newly introduced visual elements essential for understanding (e.g., auxiliary lines, annotations, or geometric constructions). To evaluate model performance on this task, we propose MathExplain, a multimodal benchmark consisting of 997 math problems annotated with visual keypoints and corresponding explanatory text that references those elements. Our empirical results show that while some closed-source models demonstrate promising capabilities on visual solution-explaining, current open-source general-purpose models perform inconsistently, particularly in identifying relevant visual components and producing coherent keypoint-based explanations. We expect that visual solution-explaining and the MathExplain dataset will catalyze further research on multimodal LLMs in education and advance their deployment as effective, explanation-oriented AI tutors. Code and data will be released publicly.

Can OpenAI o1 outperform humans in higher-order cognitive thinking?

This study evaluates the performance of OpenAI's o1-preview model in higher-order cognitive domains, including critical thinking, systematic thinking, computational thinking, data literacy, creative thinking, logical reasoning, and scientific reasoning. Using established benchmarks, we compared the o1-preview models's performance to human participants from diverse educational levels. o1-preview achieved a mean score of 24.33 on the Ennis-Weir Critical Thinking Essay Test (EWCTET), surpassing undergraduate (13.8) and postgraduate (18.39) participants (z = 1.60 and 0.90, respectively). In systematic thinking, it scored 46.1, SD = 4.12 on the Lake Urmia Vignette, significantly outperforming the human mean (20.08, SD = 8.13, z = 3.20). For data literacy, o1-preview scored 8.60, SD = 0.70 on Merk et al.'s "Use Data" dimension, compared to the human post-test mean of 4.17, SD = 2.02 (z = 2.19). On creative thinking tasks, the model achieved originality scores of 2.98, SD = 0.73, higher than the human mean of 1.74 (z = 0.71). In logical reasoning (LogiQA), it outperformed humans with average 90%, SD = 10% accuracy versus 86%, SD = 6.5% (z = 0.62). For scientific reasoning, it achieved near-perfect performance (mean = 0.99, SD = 0.12) on the TOSLS,, exceeding the highest human scores of 0.85, SD = 0.13 (z = 1.78). While o1-preview excelled in structured tasks, it showed limitations in problem-solving and adaptive reasoning. These results demonstrate the potential of AI to complement education in structured assessments but highlight the need for ethical oversight and refinement for broader applications.

ChartBench: A Benchmark for Complex Visual Reasoning in Charts

Multimodal Large Language Models (MLLMs) have demonstrated remarkable multimodal understanding and generation capabilities. However, their understanding of synthetic charts is limited, while existing benchmarks are simplistic and the charts deviate significantly from real-world examples, making it challenging to accurately assess MLLMs' chart comprehension abilities. Hence, a challenging benchmark is essential for investigating progress and uncovering the limitations of current MLLMs on chart data. In this work, we propose to examine chart comprehension through more complex visual logic and introduce ChartBench, a comprehensive chart benchmark to accurately measure MLLMs' fundamental chart comprehension and data reliability. Specifically, ChartBench consists of 41 categories, 2K charts, and 16K QA annotations. While significantly expanding chart types, ChartBench avoids direct labelling of data points, which requires MLLMs to infer values akin to humans by leveraging elements like color, legends, and coordinate systems. We also introduce an improved metric, Acc+, which accurately reflects MLLMs' chart comprehension abilities while avoiding labor-intensive manual evaluations or costly GPT-based evaluations. We conduct evaluations on 12 mainstream open-source models and 2 outstanding proprietary models. Through extensive experiments, we reveal the limitations of MLLMs on charts and provide insights to inspire the community to pay closer attention to MLLMs' chart comprehension abilities. The benchmark and code will be publicly available for research.

MapQA: A Dataset for Question Answering on Choropleth Maps

Choropleth maps are a common visual representation for region-specific tabular data and are used in a number of different venues (newspapers, articles, etc). These maps are human-readable but are often challenging to deal with when trying to extract data for screen readers, analyses, or other related tasks. Recent research into Visual-Question Answering (VQA) has studied question answering on human-generated charts (ChartQA), such as bar, line, and pie charts. However, little work has paid attention to understanding maps; general VQA models, and ChartQA models, suffer when asked to perform this task. To facilitate and encourage research in this area, we present MapQA, a large-scale dataset of ~800K question-answer pairs over ~60K map images. Our task tests various levels of map understanding, from surface questions about map styles to complex questions that require reasoning on the underlying data. We present the unique challenges of MapQA that frustrate most strong baseline algorithms designed for ChartQA and general VQA tasks. We also present a novel algorithm, Visual Multi-Output Data Extraction based QA (V-MODEQA) for MapQA. V-MODEQA extracts the underlying structured data from a map image with a multi-output model and then performs reasoning on the extracted data. Our experimental results show that V-MODEQA has better overall performance and robustness on MapQA than the state-of-the-art ChartQA and VQA algorithms by capturing the unique properties in map question answering.

FlowLearn: Evaluating Large Vision-Language Models on Flowchart Understanding

Flowcharts are graphical tools for representing complex concepts in concise visual representations. This paper introduces the FlowLearn dataset, a resource tailored to enhance the understanding of flowcharts. FlowLearn contains complex scientific flowcharts and simulated flowcharts. The scientific subset contains 3,858 flowcharts sourced from scientific literature and the simulated subset contains 10,000 flowcharts created using a customizable script. The dataset is enriched with annotations for visual components, OCR, Mermaid code representation, and VQA question-answer pairs. Despite the proven capabilities of Large Vision-Language Models (LVLMs) in various visual understanding tasks, their effectiveness in decoding flowcharts - a crucial element of scientific communication - has yet to be thoroughly investigated. The FlowLearn test set is crafted to assess the performance of LVLMs in flowchart comprehension. Our study thoroughly evaluates state-of-the-art LVLMs, identifying existing limitations and establishing a foundation for future enhancements in this relatively underexplored domain. For instance, in tasks involving simulated flowcharts, GPT-4V achieved the highest accuracy (58%) in counting the number of nodes, while Claude recorded the highest accuracy (83%) in OCR tasks. Notably, no single model excels in all tasks within the FlowLearn framework, highlighting significant opportunities for further development.

ChartGPT: Leveraging LLMs to Generate Charts from Abstract Natural Language

The use of natural language interfaces (NLIs) for the creation of charts is becoming increasingly popular due to the intuitiveness of natural language interactions. One key challenge in this approach is to accurately capture user intents and transform them to proper chart specifications. This obstructs the wide use of NLI in chart generation, as users' natural language inputs are generally abstract (i.e., ambiguous or under-specified), without a clear specification of visual encodings. Recently, pre-trained large language models (LLMs) have exhibited superior performance in understanding and generating natural language, demonstrating great potential for downstream tasks. Inspired by this major trend, we propose ChartGPT, generating charts from abstract natural language inputs. However, LLMs are struggling to address complex logic problems. To enable the model to accurately specify the complex parameters and perform operations in chart generation, we decompose the generation process into a step-by-step reasoning pipeline, so that the model only needs to reason a single and specific sub-task during each run. Moreover, LLMs are pre-trained on general datasets, which might be biased for the task of chart generation. To provide adequate visualization knowledge, we create a dataset consisting of abstract utterances and charts and improve model performance through fine-tuning. We further design an interactive interface for ChartGPT that allows users to check and modify the intermediate outputs of each step. The effectiveness of the proposed system is evaluated through quantitative evaluations and a user study.

Multimodal DeepResearcher: Generating Text-Chart Interleaved Reports From Scratch with Agentic Framework

Visualizations play a crucial part in effective communication of concepts and information. Recent advances in reasoning and retrieval augmented generation have enabled Large Language Models (LLMs) to perform deep research and generate comprehensive reports. Despite its progress, existing deep research frameworks primarily focus on generating text-only content, leaving the automated generation of interleaved texts and visualizations underexplored. This novel task poses key challenges in designing informative visualizations and effectively integrating them with text reports. To address these challenges, we propose Formal Description of Visualization (FDV), a structured textual representation of charts that enables LLMs to learn from and generate diverse, high-quality visualizations. Building on this representation, we introduce Multimodal DeepResearcher, an agentic framework that decomposes the task into four stages: (1) researching, (2) exemplar report textualization, (3) planning, and (4) multimodal report generation. For the evaluation of generated multimodal reports, we develop MultimodalReportBench, which contains 100 diverse topics served as inputs along with 5 dedicated metrics. Extensive experiments across models and evaluation methods demonstrate the effectiveness of Multimodal DeepResearcher. Notably, utilizing the same Claude 3.7 Sonnet model, Multimodal DeepResearcher achieves an 82\% overall win rate over the baseline method.

The AI Assessment Scale Revisited: A Framework for Educational Assessment

Recent developments in Generative Artificial Intelligence (GenAI) have created significant uncertainty in education, particularly in terms of assessment practices. Against this backdrop, we present an updated version of the AI Assessment Scale (AIAS), a framework with two fundamental purposes: to facilitate open dialogue between educators and students about appropriate GenAI use and to support educators in redesigning assessments in an era of expanding AI capabilities. Grounded in social constructivist principles and designed with assessment validity in mind, the AIAS provides a structured yet flexible approach that can be adapted across different educational contexts. Building on implementation feedback from global adoption across both the K-12 and higher education contexts, this revision represents a significant change from the original AIAS. Among these changes is a new visual guide that moves beyond the original traffic light system and utilises a neutral colour palette that avoids implied hierarchies between the levels. The scale maintains five distinct levels of GenAI integration in assessment, from "No AI" to "AI Exploration", but has been refined to better reflect rapidly advancing technological capabilities and emerging pedagogical needs. This paper presents the theoretical foundations of the revised framework, provides detailed implementation guidance through practical vignettes, and discusses its limitations and future directions. As GenAI capabilities continue to expand, particularly in multimodal content generation, the AIAS offers a starting point for reimagining assessment design in an era of disruptive technologies.

MathVerse: Does Your Multi-modal LLM Truly See the Diagrams in Visual Math Problems?

The remarkable progress of Multi-modal Large Language Models (MLLMs) has garnered unparalleled attention, due to their superior performance in visual contexts. However, their capabilities in visual math problem-solving remain insufficiently evaluated and understood. We investigate current benchmarks to incorporate excessive visual content within textual questions, which potentially assist MLLMs in deducing answers without truly interpreting the input diagrams. To this end, we introduce MathVerse, an all-around visual math benchmark designed for an equitable and in-depth evaluation of MLLMs. We meticulously collect 2,612 high-quality, multi-subject math problems with diagrams from publicly available sources. Each problem is then transformed by human annotators into six distinct versions, each offering varying degrees of information content in multi-modality, contributing to 15K test samples in total. This approach allows MathVerse to comprehensively assess whether and how much MLLMs can truly understand the visual diagrams for mathematical reasoning. In addition, we propose a Chain-of-Thought (CoT) evaluation strategy for a fine-grained assessment of the output answers. Rather than naively judging True or False, we employ GPT-4(V) to adaptively extract crucial reasoning steps, and then score each step with detailed error analysis, which can reveal the intermediate CoT reasoning quality by MLLMs. We hope the MathVerse benchmark may provide unique insights to guide the future development of MLLMs. Project page: https://mathverse-cuhk.github.io

Fine-Tuned Large Language Model for Visualization System: A Study on Self-Regulated Learning in Education

Large Language Models (LLMs) have shown great potential in intelligent visualization systems, especially for domain-specific applications. Integrating LLMs into visualization systems presents challenges, and we categorize these challenges into three alignments: domain problems with LLMs, visualization with LLMs, and interaction with LLMs. To achieve these alignments, we propose a framework and outline a workflow to guide the application of fine-tuned LLMs to enhance visual interactions for domain-specific tasks. These alignment challenges are critical in education because of the need for an intelligent visualization system to support beginners' self-regulated learning. Therefore, we apply the framework to education and introduce Tailor-Mind, an interactive visualization system designed to facilitate self-regulated learning for artificial intelligence beginners. Drawing on insights from a preliminary study, we identify self-regulated learning tasks and fine-tuning objectives to guide visualization design and tuning data construction. Our focus on aligning visualization with fine-tuned LLM makes Tailor-Mind more like a personalized tutor. Tailor-Mind also supports interactive recommendations to help beginners better achieve their learning goals. Model performance evaluations and user studies confirm that Tailor-Mind improves the self-regulated learning experience, effectively validating the proposed framework.

VNHSGE: VietNamese High School Graduation Examination Dataset for Large Language Models

The VNHSGE (VietNamese High School Graduation Examination) dataset, developed exclusively for evaluating large language models (LLMs), is introduced in this article. The dataset, which covers nine subjects, was generated from the Vietnamese National High School Graduation Examination and comparable tests. 300 literary essays have been included, and there are over 19,000 multiple-choice questions on a range of topics. The dataset assesses LLMs in multitasking situations such as question answering, text generation, reading comprehension, visual question answering, and more by including both textual data and accompanying images. Using ChatGPT and BingChat, we evaluated LLMs on the VNHSGE dataset and contrasted their performance with that of Vietnamese students to see how well they performed. The results show that ChatGPT and BingChat both perform at a human level in a number of areas, including literature, English, history, geography, and civics education. They still have space to grow, though, especially in the areas of mathematics, physics, chemistry, and biology. The VNHSGE dataset seeks to provide an adequate benchmark for assessing the abilities of LLMs with its wide-ranging coverage and variety of activities. We intend to promote future developments in the creation of LLMs by making this dataset available to the scientific community, especially in resolving LLMs' limits in disciplines involving mathematics and the natural sciences.

Vi(E)va LLM! A Conceptual Stack for Evaluating and Interpreting Generative AI-based Visualizations

The automatic generation of visualizations is an old task that, through the years, has shown more and more interest from the research and practitioner communities. Recently, large language models (LLM) have become an interesting option for supporting generative tasks related to visualization, demonstrating initial promising results. At the same time, several pitfalls, like the multiple ways of instructing an LLM to generate the desired result, the different perspectives leading the generation (code-based, image-based, grammar-based), and the presence of hallucinations even for the visualization generation task, make their usage less affordable than expected. Following similar initiatives for benchmarking LLMs, this paper copes with the problem of modeling the evaluation of a generated visualization through an LLM. We propose a theoretical evaluation stack, EvaLLM, that decomposes the evaluation effort in its atomic components, characterizes their nature, and provides an overview of how to implement and interpret them. We also designed and implemented an evaluation platform that provides a benchmarking resource for the visualization generation task. The platform supports automatic and manual scoring conducted by multiple assessors to support a fine-grained and semantic evaluation based on the EvaLLM stack. Two case studies on GPT3.5-turbo with Code Interpreter and Llama2-70-b models show the benefits of EvaLLM and illustrate interesting results on the current state-of-the-art LLM-generated visualizations.

Automatic assessment of text-based responses in post-secondary education: A systematic review

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

Distill Visual Chart Reasoning Ability from LLMs to MLLMs

Solving complex chart Q&A tasks requires advanced visual reasoning abilities in multimodal large language models (MLLMs). Recent studies highlight that these abilities consist of two main parts: recognizing key information from visual inputs and conducting reasoning over it. Thus, a promising approach to enhance MLLMs is to construct relevant training data focusing on the two aspects. However, collecting and annotating complex charts and questions is costly and time-consuming, and ensuring the quality of annotated answers remains a challenge. In this paper, we propose Code-as-Intermediary Translation (CIT), a cost-effective, efficient and easily scalable data synthesis method for distilling visual reasoning abilities from LLMs to MLLMs. The code serves as an intermediary that translates visual chart representations into textual representations, enabling LLMs to understand cross-modal information. Specifically, we employ text-based synthesizing techniques to construct chart-plotting code and produce ReachQA, a dataset containing 3k reasoning-intensive charts and 20k Q&A pairs to enhance both recognition and reasoning abilities. Experiments show that when fine-tuned with our data, models not only perform well on chart-related benchmarks, but also demonstrate improved multimodal reasoning abilities on general mathematical benchmarks like MathVista. The code and dataset are publicly available at https://github.com/hewei2001/ReachQA.

MMSci: A Multimodal Multi-Discipline Dataset for PhD-Level Scientific Comprehension

The rapid advancement of Large Language Models (LLMs) and Large Multimodal Models (LMMs) has heightened the demand for AI-based scientific assistants capable of understanding scientific articles and figures. Despite progress, there remains a significant gap in evaluating models' comprehension of professional, graduate-level, and even PhD-level scientific content. Current datasets and benchmarks primarily focus on relatively simple scientific tasks and figures, lacking comprehensive assessments across diverse advanced scientific disciplines. To bridge this gap, we collected a multimodal, multidisciplinary dataset from open-access scientific articles published in Nature Communications journals. This dataset spans 72 scientific disciplines, ensuring both diversity and quality. We created benchmarks with various tasks and settings to comprehensively evaluate LMMs' capabilities in understanding scientific figures and content. Our evaluation revealed that these tasks are highly challenging: many open-source models struggled significantly, and even GPT-4V and GPT-4o faced difficulties. We also explored using our dataset as training resources by constructing visual instruction-following data, enabling the 7B LLaVA model to achieve performance comparable to GPT-4V/o on our benchmark. Additionally, we investigated the use of our interleaved article texts and figure images for pre-training LMMs, resulting in improvements on the material generation task. The source dataset, including articles, figures, constructed benchmarks, and visual instruction-following data, is open-sourced.

PASS: Presentation Automation for Slide Generation and Speech

In today's fast-paced world, effective presentations have become an essential tool for communication in both online and offline meetings. The crafting of a compelling presentation requires significant time and effort, from gathering key insights to designing slides that convey information clearly and concisely. However, despite the wealth of resources available, people often find themselves manually extracting crucial points, analyzing data, and organizing content in a way that ensures clarity and impact. Furthermore, a successful presentation goes beyond just the slides; it demands rehearsal and the ability to weave a captivating narrative to fully engage the audience. Although there has been some exploration of automating document-to-slide generation, existing research is largely centered on converting research papers. In addition, automation of the delivery of these presentations has yet to be addressed. We introduce PASS, a pipeline used to generate slides from general Word documents, going beyond just research papers, which also automates the oral delivery of the generated slides. PASS analyzes user documents to create a dynamic, engaging presentation with an AI-generated voice. Additionally, we developed an LLM-based evaluation metric to assess our pipeline across three critical dimensions of presentations: relevance, coherence, and redundancy. The data and codes are available at https://github.com/AggarwalTushar/PASS.

The Data Provenance Initiative: A Large Scale Audit of Dataset Licensing & Attribution in AI

The race to train language models on vast, diverse, and inconsistently documented datasets has raised pressing concerns about the legal and ethical risks for practitioners. To remedy these practices threatening data transparency and understanding, we convene a multi-disciplinary effort between legal and machine learning experts to systematically audit and trace 1800+ text datasets. We develop tools and standards to trace the lineage of these datasets, from their source, creators, series of license conditions, properties, and subsequent use. Our landscape analysis highlights the sharp divides in composition and focus of commercially open vs closed datasets, with closed datasets monopolizing important categories: lower resource languages, more creative tasks, richer topic variety, newer and more synthetic training data. This points to a deepening divide in the types of data that are made available under different license conditions, and heightened implications for jurisdictional legal interpretations of copyright and fair use. We also observe frequent miscategorization of licenses on widely used dataset hosting sites, with license omission of 72%+ and error rates of 50%+. This points to a crisis in misattribution and informed use of the most popular datasets driving many recent breakthroughs. As a contribution to ongoing improvements in dataset transparency and responsible use, we release our entire audit, with an interactive UI, the Data Provenance Explorer, which allows practitioners to trace and filter on data provenance for the most popular open source finetuning data collections: www.dataprovenance.org.

AI-Assisted Generation of Difficult Math Questions

Current LLM training positions mathematical reasoning as a core capability. With publicly available sources fully tapped, there is unmet demand for diverse and challenging math questions. Relying solely on human experts is both time-consuming and costly, while LLM-generated questions often lack the requisite diversity and difficulty. We present a design framework that combines the strengths of LLMs with a human-in-the-loop approach to generate a diverse array of challenging math questions. We leverage LLM metacognition skills [Didolkar et al., 2024] of a strong LLM to extract core "skills" from existing math datasets. These skills serve as the basis for generating novel and difficult questions by prompting the LLM with random pairs of core skills. The use of two different skills within each question makes finding such questions an "out of distribution" task for both LLMs and humans. Our pipeline employs LLMs to iteratively generate and refine questions and solutions through multiturn prompting. Human annotators then verify and further refine the questions, with their efficiency enhanced via further LLM interactions. Applying this pipeline on skills extracted from the MATH dataset [Hendrycks et al., 2021] resulted in MATH^2 - a dataset of higher-quality math questions, as evidenced by: (a) Lower performance of all models on MATH^2 than on MATH (b) Higher performance on MATH when using MATH^2 questions as in-context examples. Although focused on mathematics, our methodology seems applicable to other domains requiring structured reasoning, and potentially as a component of scalable oversight. Also of interest is a striking relationship observed between models' performance on the new dataset: the success rate on MATH^2 is the square on MATH, suggesting that successfully solving the question in MATH^2 requires a nontrivial combination of two distinct math skills.

DataEnvGym: Data Generation Agents in Teacher Environments with Student Feedback

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

SciGraphQA: A Large-Scale Synthetic Multi-Turn Question-Answering Dataset for Scientific Graphs

In this work, we present SciGraphQA, a synthetic multi-turn question-answer dataset related to academic graphs. SciGraphQA is 13 times larger than ChartVQA, the previously largest chart-visual question-answering dataset. It is also the largest open-sourced chart VQA dataset with non-synthetic charts. To build our dataset, we selected 290,000 Computer Science or Machine Learning ArXiv papers published between 2010 and 2020, and then used Palm-2 to generate 295K samples of open-vocabulary multi-turn question-answering dialogues about the graphs. As context, we provided the text-only Palm-2 with paper title, abstract, paragraph mentioning the graph, and rich text contextual data from the graph itself, obtaining dialogues with an average 2.23 question-answer turns for each graph. We asked GPT-4 to assess the matching quality of our question-answer turns given the paper's context, obtaining an average rating of 8.7/10 on our 3K test set. We evaluated the 0-shot capability of the most popular MLLM models such as LLaVa, mPLUGowl, BLIP-2, and openFlamingo's on our dataset, finding LLaVA-13B being the most performant with a CIDEr score of 0.08. We further enriched the question prompts for LLAVA by including the serialized data tables extracted from the graphs using the DePlot model, boosting LLaVA's 0-shot CIDEr to 0.15. To verify the validity of our dataset, we also fine-tuned LLaVa using our dataset, reaching a substantially higher CIDEr score of 0.26. We anticipate further accuracy improvement by including segmentation mask tokens and leveraging larger LLM backbones coupled with emergent prompting techniques. Our code and data are open-sourced.

Can Large Language Models Understand Symbolic Graphics Programs?

Assessing the capabilities of large language models (LLMs) is often challenging, in part, because it is hard to find tasks to which they have not been exposed during training. We take one step to address this challenge by turning to a new task: focusing on symbolic graphics programs, which are a popular representation for graphics content that procedurally generates visual data. LLMs have shown exciting promise towards program synthesis, but do they understand symbolic graphics programs? Unlike conventional programs, symbolic graphics programs can be translated to graphics content. Here, we characterize an LLM's understanding of symbolic programs in terms of their ability to answer questions related to the graphics content. This task is challenging as the questions are difficult to answer from the symbolic programs alone -- yet, they would be easy to answer from the corresponding graphics content as we verify through a human experiment. To understand symbolic programs, LLMs may need to possess the ability to imagine how the corresponding graphics content would look without directly accessing the rendered visual content. We use this task to evaluate LLMs by creating a large benchmark for the semantic understanding of symbolic graphics programs. This benchmark is built via program-graphics correspondence, hence requiring minimal human efforts. We evaluate current LLMs on our benchmark to elucidate a preliminary assessment of their ability to reason about visual scenes from programs. We find that this task distinguishes existing LLMs and models considered good at reasoning perform better. Lastly, we introduce Symbolic Instruction Tuning (SIT) to improve this ability. Specifically, we query GPT4-o with questions and images generated by symbolic programs. Such data are then used to finetune an LLM. We also find that SIT data can improve the general instruction following ability of LLMs.

SEED-Bench-2-Plus: Benchmarking Multimodal Large Language Models with Text-Rich Visual Comprehension

Comprehending text-rich visual content is paramount for the practical application of Multimodal Large Language Models (MLLMs), since text-rich scenarios are ubiquitous in the real world, which are characterized by the presence of extensive texts embedded within images. Recently, the advent of MLLMs with impressive versatility has raised the bar for what we can expect from MLLMs. However, their proficiency in text-rich scenarios has yet to be comprehensively and objectively assessed, since current MLLM benchmarks primarily focus on evaluating general visual comprehension. In this work, we introduce SEED-Bench-2-Plus, a benchmark specifically designed for evaluating text-rich visual comprehension of MLLMs. Our benchmark comprises 2.3K multiple-choice questions with precise human annotations, spanning three broad categories: Charts, Maps, and Webs, each of which covers a wide spectrum of text-rich scenarios in the real world. These categories, due to their inherent complexity and diversity, effectively simulate real-world text-rich environments. We further conduct a thorough evaluation involving 34 prominent MLLMs (including GPT-4V, Gemini-Pro-Vision and Claude-3-Opus) and emphasize the current limitations of MLLMs in text-rich visual comprehension. We hope that our work can serve as a valuable addition to existing MLLM benchmarks, providing insightful observations and inspiring further research in the area of text-rich visual comprehension with MLLMs. The dataset and evaluation code can be accessed at https://github.com/AILab-CVC/SEED-Bench.

Thinking Like an Annotator: Generation of Dataset Labeling Instructions

Large-scale datasets are essential to modern day deep learning. Advocates argue that understanding these methods requires dataset transparency (e.g. "dataset curation, motivation, composition, collection process, etc..."). However, almost no one has suggested the release of the detailed definitions and visual category examples provided to annotators - information critical to understanding the structure of the annotations present in each dataset. These labels are at the heart of public datasets, yet few datasets include the instructions that were used to generate them. We introduce a new task, Labeling Instruction Generation, to address missing publicly available labeling instructions. In Labeling Instruction Generation, we take a reasonably annotated dataset and: 1) generate a set of examples that are visually representative of each category in the dataset; 2) provide a text label that corresponds to each of the examples. We introduce a framework that requires no model training to solve this task and includes a newly created rapid retrieval system that leverages a large, pre-trained vision and language model. This framework acts as a proxy to human annotators that can help to both generate a final labeling instruction set and evaluate its quality. Our framework generates multiple diverse visual and text representations of dataset categories. The optimized instruction set outperforms our strongest baseline across 5 folds by 7.06 mAP for NuImages and 12.9 mAP for COCO.

Alloprof: a new French question-answer education dataset and its use in an information retrieval case study

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

MathVista: Evaluating Mathematical Reasoning of Foundation Models in Visual Contexts

Although Large Language Models (LLMs) and Large Multimodal Models (LMMs) exhibit impressive skills in various domains, their ability for mathematical reasoning within visual contexts has not been formally examined. Equipping LLMs and LMMs with this capability is vital for general-purpose AI assistants and showcases promising potential in education, data analysis, and scientific discovery. To bridge this gap, we present MathVista, a benchmark designed to amalgamate challenges from diverse mathematical and visual tasks. We first taxonomize the key task types, reasoning skills, and visual contexts from the literature to guide our selection from 28 existing math-focused and visual question answering datasets. Then, we construct three new datasets, IQTest, FunctionQA, and PaperQA, to accommodate for missing types of visual contexts. The problems featured often require deep visual understanding beyond OCR or image captioning, and compositional reasoning with rich domain-specific tools, thus posing a notable challenge to existing models. We conduct a comprehensive evaluation of 11 prominent open-source and proprietary foundation models (LLMs, LLMs augmented with tools, and LMMs), and early experiments with GPT-4V. The best-performing model, Multimodal Bard, achieves only 58% of human performance (34.8% vs 60.3%), indicating ample room for further improvement. Given this significant gap, MathVista fuels future research in the development of general-purpose AI agents capable of tackling mathematically intensive and visually rich real-world tasks. Preliminary tests show that MathVista also presents challenges to GPT-4V, underscoring the benchmark's importance. The project is available at https://mathvista.github.io/.

CharXiv: Charting Gaps in Realistic Chart Understanding in Multimodal LLMs

Chart understanding plays a pivotal role when applying Multimodal Large Language Models (MLLMs) to real-world tasks such as analyzing scientific papers or financial reports. However, existing datasets often focus on oversimplified and homogeneous charts with template-based questions, leading to an over-optimistic measure of progress. We demonstrate that although open-source models can appear to outperform strong proprietary models on these benchmarks, a simple stress test with slightly different charts or questions can deteriorate performance by up to 34.5%. In this work, we propose CharXiv, a comprehensive evaluation suite involving 2,323 natural, challenging, and diverse charts from arXiv papers. CharXiv includes two types of questions: 1) descriptive questions about examining basic chart elements and 2) reasoning questions that require synthesizing information across complex visual elements in the chart. To ensure quality, all charts and questions are handpicked, curated, and verified by human experts. Our results reveal a substantial, previously underestimated gap between the reasoning skills of the strongest proprietary model (i.e., GPT-4o), which achieves 47.1% accuracy, and the strongest open-source model (i.e., InternVL Chat V1.5), which achieves 29.2%. All models lag far behind human performance of 80.5%, underscoring weaknesses in the chart understanding capabilities of existing MLLMs. We hope CharXiv facilitates future research on MLLM chart understanding by providing a more realistic and faithful measure of progress. Project page and leaderboard: https://charxiv.github.io/

SciBench: Evaluating College-Level Scientific Problem-Solving Abilities of Large Language Models

Recent advances in large language models (LLMs) have demonstrated notable progress on many mathematical benchmarks. However, most of these benchmarks only feature problems grounded in junior and senior high school subjects, contain only multiple-choice questions, and are confined to a limited scope of elementary arithmetic operations. To address these issues, this paper introduces an expansive benchmark suite SciBench that aims to systematically examine the reasoning capabilities required for complex scientific problem solving. SciBench contains two carefully curated datasets: an open set featuring a range of collegiate-level scientific problems drawn from mathematics, chemistry, and physics textbooks, and a closed set comprising problems from undergraduate-level exams in computer science and mathematics. Based on the two datasets, we conduct an in-depth benchmark study of two representative LLMs with various prompting strategies. The results reveal that current LLMs fall short of delivering satisfactory performance, with an overall score of merely 35.80%. Furthermore, through a detailed user study, we categorize the errors made by LLMs into ten problem-solving abilities. Our analysis indicates that no single prompting strategy significantly outperforms others and some strategies that demonstrate improvements in certain problem-solving skills result in declines in other skills. We envision that SciBench will catalyze further developments in the reasoning abilities of LLMs, thereby ultimately contributing to scientific research and discovery.

Beyond One-Size-Fits-All Summarization: Customizing Summaries for Diverse Users

In recent years, automatic text summarization has witnessed significant advancement, particularly with the development of transformer-based models. However, the challenge of controlling the readability level of generated summaries remains an under-explored area, especially for languages with complex linguistic features like Turkish. This gap has the effect of impeding effective communication and also limits the accessibility of information. Controlling readability of textual data is an important element for creating summaries for different audiences with varying literacy and education levels, such as students ranging from primary school to graduate level, as well as individuals with diverse educational backgrounds. Summaries that align with the needs of specific reader groups can improve comprehension and engagement, ensuring that the intended message is effectively communicated. Furthermore, readability adjustment is essential to expand the usability of summarization models in educational and professional domains. Current summarization models often don't have the mechanisms to adjust the complexity of their outputs, resulting in summaries that may be too simplistic or overly complex for certain types of reader groups. Developing adaptive models that can tailor content to specific readability levels is therefore crucial. To address this problem, we create our own custom dataset and train a model with our custom architecture. Our method ensures that readability levels are effectively controlled while maintaining accuracy and coherence. We rigorously compare our model to a supervised fine-tuned baseline, demonstrating its superiority in generating readability-aware summaries.

AceMap: Knowledge Discovery through Academic Graph

The exponential growth of scientific literature requires effective management and extraction of valuable insights. While existing scientific search engines excel at delivering search results based on relational databases, they often neglect the analysis of collaborations between scientific entities and the evolution of ideas, as well as the in-depth analysis of content within scientific publications. The representation of heterogeneous graphs and the effective measurement, analysis, and mining of such graphs pose significant challenges. To address these challenges, we present AceMap, an academic system designed for knowledge discovery through academic graph. We present advanced database construction techniques to build the comprehensive AceMap database with large-scale academic entities that contain rich visual, textual, and numerical information. AceMap also employs innovative visualization, quantification, and analysis methods to explore associations and logical relationships among academic entities. AceMap introduces large-scale academic network visualization techniques centered on nebular graphs, providing a comprehensive view of academic networks from multiple perspectives. In addition, AceMap proposes a unified metric based on structural entropy to quantitatively measure the knowledge content of different academic entities. Moreover, AceMap provides advanced analysis capabilities, including tracing the evolution of academic ideas through citation relationships and concept co-occurrence, and generating concise summaries informed by this evolutionary process. In addition, AceMap uses machine reading methods to generate potential new ideas at the intersection of different fields. Exploring the integration of large language models and knowledge graphs is a promising direction for future research in idea evolution. Please visit https://www.acemap.info for further exploration.

Generating and Evaluating Tests for K-12 Students with Language Model Simulations: A Case Study on Sentence Reading Efficiency

Developing an educational test can be expensive and time-consuming, as each item must be written by experts and then evaluated by collecting hundreds of student responses. Moreover, many tests require multiple distinct sets of questions administered throughout the school year to closely monitor students' progress, known as parallel tests. In this study, we focus on tests of silent sentence reading efficiency, used to assess students' reading ability over time. To generate high-quality parallel tests, we propose to fine-tune large language models (LLMs) to simulate how previous students would have responded to unseen items. With these simulated responses, we can estimate each item's difficulty and ambiguity. We first use GPT-4 to generate new test items following a list of expert-developed rules and then apply a fine-tuned LLM to filter the items based on criteria from psychological measurements. We also propose an optimal-transport-inspired technique for generating parallel tests and show the generated tests closely correspond to the original test's difficulty and reliability based on crowdworker responses. Our evaluation of a generated test with 234 students from grades 2 to 8 produces test scores highly correlated (r=0.93) to those of a standard test form written by human experts and evaluated across thousands of K-12 students.

ChartMimic: Evaluating LMM's Cross-Modal Reasoning Capability via Chart-to-Code Generation

We introduce a new benchmark, ChartMimic, aimed at assessing the visually-grounded code generation capabilities of large multimodal models (LMMs). ChartMimic utilizes information-intensive visual charts and textual instructions as inputs, requiring LMMs to generate the corresponding code for chart rendering. ChartMimic includes 1,000 human-curated (figure, instruction, code) triplets, which represent the authentic chart use cases found in scientific papers across various domains(e.g., Physics, Computer Science, Economics, etc). These charts span 18 regular types and 4 advanced types, diversifying into 191 subcategories. Furthermore, we propose multi-level evaluation metrics to provide an automatic and thorough assessment of the output code and the rendered charts. Unlike existing code generation benchmarks, ChartMimic places emphasis on evaluating LMMs' capacity to harmonize a blend of cognitive capabilities, encompassing visual understanding, code generation, and cross-modal reasoning. The evaluation of 3 proprietary models and 11 open-weight models highlights the substantial challenges posed by ChartMimic. Even the advanced GPT-4V, Claude-3-opus only achieve an average score of 73.2 and 53.7, respectively, indicating significant room for improvement. We anticipate that ChartMimic will inspire the development of LMMs, advancing the pursuit of artificial general intelligence.

A Benchmark for Math Misconceptions: Bridging Gaps in Middle School Algebra with AI-Supported Instruction

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

Harnessing the Power of Prompt-based Techniques for Generating School-Level Questions using Large Language Models

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

Large Language Models for History, Philosophy, and Sociology of Science: Interpretive Uses, Methodological Challenges, and Critical Perspectives

This paper explores the use of large language models (LLMs) as research tools in the history, philosophy, and sociology of science (HPSS). LLMs are remarkably effective at processing unstructured text and inferring meaning from context, offering new affordances that challenge long-standing divides between computational and interpretive methods. This raises both opportunities and challenges for HPSS, which emphasizes interpretive methodologies and understands meaning as context-dependent, ambiguous, and historically situated. We argue that HPSS is uniquely positioned not only to benefit from LLMs' capabilities but also to interrogate their epistemic assumptions and infrastructural implications. To this end, we first offer a concise primer on LLM architectures and training paradigms tailored to non-technical readers. We frame LLMs not as neutral tools but as epistemic infrastructures that encode assumptions about meaning, context, and similarity, conditioned by their training data, architecture, and patterns of use. We then examine how computational techniques enhanced by LLMs, such as structuring data, detecting patterns, and modeling dynamic processes, can be applied to support interpretive research in HPSS. Our analysis compares full-context and generative models, outlines strategies for domain and task adaptation (e.g., continued pretraining, fine-tuning, and retrieval-augmented generation), and evaluates their respective strengths and limitations for interpretive inquiry in HPSS. We conclude with four lessons for integrating LLMs into HPSS: (1) model selection involves interpretive trade-offs; (2) LLM literacy is foundational; (3) HPSS must define its own benchmarks and corpora; and (4) LLMs should enhance, not replace, interpretive methods.

SIGHT: A Large Annotated Dataset on Student Insights Gathered from Higher Education Transcripts

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.

VisScience: An Extensive Benchmark for Evaluating K12 Educational Multi-modal Scientific Reasoning

Multi-modal large language models (MLLMs) have demonstrated promising capabilities across various tasks by integrating textual and visual information to achieve visual understanding in complex scenarios. Despite the availability of several benchmarks aims to evaluating MLLMs in tasks from visual question answering to complex problem-solving, most focus predominantly on mathematics or general visual understanding tasks. This reveals a critical gap in current benchmarks, which often overlook the inclusion of other key scientific disciplines such as physics and chemistry. To address this gap, we meticulously construct a comprehensive benchmark, named VisScience, which is utilized to assess the multi-modal scientific reasoning across the three disciplines of mathematics, physics, and chemistry. This benchmark comprises 3,000 questions drawn from K12 education - spanning elementary school through high school - equally distributed across three disciplines, with 1,000 questions per discipline. The questions within VisScience span 21 distinct subjects and are categorized into five difficulty levels, offering a broad spectrum of topics within each discipline. With VisScience, we present a detailed evaluation of the performance of 25 representative MLLMs in scientific reasoning. Experimental results demonstrate that closed-source MLLMs generally outperform open-source models. The best performance observed include a 53.4\% accuracy in mathematics by Claude3.5-Sonnet, 38.2\% in physics by GPT-4o, and 47.0\% in chemistry by Gemini-1.5-Pro. These results underscore the strengths and limitations of MLLMs, suggesting areas for future improvement and highlighting the importance of developing models that can effectively handle the diverse demands of multi-modal scientific reasoning.

Interactive Model Cards: A Human-Centered Approach to Model Documentation

Deep learning models for natural language processing (NLP) are increasingly adopted and deployed by analysts without formal training in NLP or machine learning (ML). However, the documentation intended to convey the model's details and appropriate use is tailored primarily to individuals with ML or NLP expertise. To address this gap, we conduct a design inquiry into interactive model cards, which augment traditionally static model cards with affordances for exploring model documentation and interacting with the models themselves. Our investigation consists of an initial conceptual study with experts in ML, NLP, and AI Ethics, followed by a separate evaluative study with non-expert analysts who use ML models in their work. Using a semi-structured interview format coupled with a think-aloud protocol, we collected feedback from a total of 30 participants who engaged with different versions of standard and interactive model cards. Through a thematic analysis of the collected data, we identified several conceptual dimensions that summarize the strengths and limitations of standard and interactive model cards, including: stakeholders; design; guidance; understandability & interpretability; sensemaking & skepticism; and trust & safety. Our findings demonstrate the importance of carefully considered design and interactivity for orienting and supporting non-expert analysts using deep learning models, along with a need for consideration of broader sociotechnical contexts and organizational dynamics. We have also identified design elements, such as language, visual cues, and warnings, among others, that support interactivity and make non-interactive content accessible. We summarize our findings as design guidelines and discuss their implications for a human-centered approach towards AI/ML documentation.

MMTU: A Massive Multi-Task Table Understanding and Reasoning Benchmark

Tables and table-based use cases play a crucial role in many important real-world applications, such as spreadsheets, databases, and computational notebooks, which traditionally require expert-level users like data engineers, data analysts, and database administrators to operate. Although LLMs have shown remarkable progress in working with tables (e.g., in spreadsheet and database copilot scenarios), comprehensive benchmarking of such capabilities remains limited. In contrast to an extensive and growing list of NLP benchmarks, evaluations of table-related tasks are scarce, and narrowly focus on tasks like NL-to-SQL and Table-QA, overlooking the broader spectrum of real-world tasks that professional users face. This gap limits our understanding and model progress in this important area. In this work, we introduce MMTU, a large-scale benchmark with over 30K questions across 25 real-world table tasks, designed to comprehensively evaluate models ability to understand, reason, and manipulate real tables at the expert-level. These tasks are drawn from decades' worth of computer science research on tabular data, with a focus on complex table tasks faced by professional users. We show that MMTU require a combination of skills -- including table understanding, reasoning, and coding -- that remain challenging for today's frontier models, where even frontier reasoning models like OpenAI o4-mini and DeepSeek R1 score only around 60%, suggesting significant room for improvement. We highlight key findings in our evaluation using MMTU and hope that this benchmark drives further advances in understanding and developing foundation models for structured data processing and analysis. Our code and data are available at https://github.com/MMTU-Benchmark/MMTU and https://huggingface.co/datasets/MMTU-benchmark/MMTU.

Mathematical Capabilities of ChatGPT

We investigate the mathematical capabilities of ChatGPT by testing it on publicly available datasets, as well as hand-crafted ones, and measuring its performance against other models trained on a mathematical corpus, such as Minerva. We also test whether ChatGPT can be a useful assistant to professional mathematicians by emulating various use cases that come up in the daily professional activities of mathematicians (question answering, theorem searching). In contrast to formal mathematics, where large databases of formal proofs are available (e.g., the Lean Mathematical Library), current datasets of natural-language mathematics, used to benchmark language models, only cover elementary mathematics. We address this issue by introducing a new dataset: GHOSTS. It is the first natural-language dataset made and curated by working researchers in mathematics that (1) aims to cover graduate-level mathematics and (2) provides a holistic overview of the mathematical capabilities of language models. We benchmark ChatGPT on GHOSTS and evaluate performance against fine-grained criteria. We make this new dataset publicly available to assist a community-driven comparison of ChatGPT with (future) large language models in terms of advanced mathematical comprehension. We conclude that contrary to many positive reports in the media (a potential case of selection bias), ChatGPT's mathematical abilities are significantly below those of an average mathematics graduate student. Our results show that ChatGPT often understands the question but fails to provide correct solutions. Hence, if your goal is to use it to pass a university exam, you would be better off copying from your average peer!

SciRIFF: A Resource to Enhance Language Model Instruction-Following over Scientific Literature

We present SciRIFF (Scientific Resource for Instruction-Following and Finetuning), a dataset of 137K instruction-following demonstrations for 54 tasks covering five essential scientific literature understanding capabilities: information extraction, summarization, question answering, claim verification, and classification. SciRIFF demonstrations are notable for their long input contexts, detailed task specifications, and complex structured outputs. While instruction-following resources are available in specific domains such as clinical medicine and chemistry, SciRIFF is the first dataset focused on extracting and synthesizing information from research literature across a wide range of scientific fields. To demonstrate the utility of SciRIFF, we develop a sample-efficient strategy to adapt a general instruction-following model for science by performing additional finetuning on a mix of general-domain and SciRIFF demonstrations. In evaluations on nine held-out scientific tasks, our model -- called SciTulu -- improves over a strong LLM baseline by 28.1% and 6.5% at the 7B and 70B scales respectively, while maintaining general instruction-following performance within 2% of the baseline. We are optimistic that SciRIFF will facilitate the development and evaluation of LLMs to help researchers navigate the ever-growing body of scientific literature. We release our dataset, model checkpoints, and data processing and evaluation code to enable further research.

Time Series Analysis for Education: Methods, Applications, and Future Directions

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

Paper2Poster: Towards Multimodal Poster Automation from Scientific Papers

Academic poster generation is a crucial yet challenging task in scientific communication, requiring the compression of long-context interleaved documents into a single, visually coherent page. To address this challenge, we introduce the first benchmark and metric suite for poster generation, which pairs recent conference papers with author-designed posters and evaluates outputs on (i)Visual Quality-semantic alignment with human posters, (ii)Textual Coherence-language fluency, (iii)Holistic Assessment-six fine-grained aesthetic and informational criteria scored by a VLM-as-judge, and notably (iv)PaperQuiz-the poster's ability to convey core paper content as measured by VLMs answering generated quizzes. Building on this benchmark, we propose PosterAgent, a top-down, visual-in-the-loop multi-agent pipeline: the (a)Parser distills the paper into a structured asset library; the (b)Planner aligns text-visual pairs into a binary-tree layout that preserves reading order and spatial balance; and the (c)Painter-Commenter loop refines each panel by executing rendering code and using VLM feedback to eliminate overflow and ensure alignment. In our comprehensive evaluation, we find that GPT-4o outputs-though visually appealing at first glance-often exhibit noisy text and poor PaperQuiz scores, and we find that reader engagement is the primary aesthetic bottleneck, as human-designed posters rely largely on visual semantics to convey meaning. Our fully open-source variants (e.g. based on the Qwen-2.5 series) outperform existing 4o-driven multi-agent systems across nearly all metrics, while using 87% fewer tokens. It transforms a 22-page paper into a finalized yet editable .pptx poster - all for just $0.005. These findings chart clear directions for the next generation of fully automated poster-generation models. The code and datasets are available at https://github.com/Paper2Poster/Paper2Poster.

Visual Analytics in Deep Learning: An Interrogative Survey for the Next Frontiers

Deep learning has recently seen rapid development and received significant attention due to its state-of-the-art performance on previously-thought hard problems. However, because of the internal complexity and nonlinear structure of deep neural networks, the underlying decision making processes for why these models are achieving such performance are challenging and sometimes mystifying to interpret. As deep learning spreads across domains, it is of paramount importance that we equip users of deep learning with tools for understanding when a model works correctly, when it fails, and ultimately how to improve its performance. Standardized toolkits for building neural networks have helped democratize deep learning; visual analytics systems have now been developed to support model explanation, interpretation, debugging, and improvement. We present a survey of the role of visual analytics in deep learning research, which highlights its short yet impactful history and thoroughly summarizes the state-of-the-art using a human-centered interrogative framework, focusing on the Five W's and How (Why, Who, What, How, When, and Where). We conclude by highlighting research directions and open research problems. This survey helps researchers and practitioners in both visual analytics and deep learning to quickly learn key aspects of this young and rapidly growing body of research, whose impact spans a diverse range of domains.

FAIR Jupyter: a knowledge graph approach to semantic sharing and granular exploration of a computational notebook reproducibility dataset

The way in which data are shared can affect their utility and reusability. Here, we demonstrate how data that we had previously shared in bulk can be mobilized further through a knowledge graph that allows for much more granular exploration and interrogation. The original dataset is about the computational reproducibility of GitHub-hosted Jupyter notebooks associated with biomedical publications. It contains rich metadata about the publications, associated GitHub repositories and Jupyter notebooks, and the notebooks' reproducibility. We took this dataset, converted it into semantic triples and loaded these into a triple store to create a knowledge graph, FAIR Jupyter, that we made accessible via a web service. This enables granular data exploration and analysis through queries that can be tailored to specific use cases. Such queries may provide details about any of the variables from the original dataset, highlight relationships between them or combine some of the graph's content with materials from corresponding external resources. We provide a collection of example queries addressing a range of use cases in research and education. We also outline how sets of such queries can be used to profile specific content types, either individually or by class. We conclude by discussing how such a semantically enhanced sharing of complex datasets can both enhance their FAIRness, i.e., their findability, accessibility, interoperability, and reusability, and help identify and communicate best practices, particularly with regards to data quality, standardization, automation and reproducibility.

PlotGen: Multi-Agent LLM-based Scientific Data Visualization via Multimodal Feedback

Scientific data visualization is pivotal for transforming raw data into comprehensible visual representations, enabling pattern recognition, forecasting, and the presentation of data-driven insights. However, novice users often face difficulties due to the complexity of selecting appropriate tools and mastering visualization techniques. Large Language Models (LLMs) have recently demonstrated potential in assisting code generation, though they struggle with accuracy and require iterative debugging. In this paper, we propose PlotGen, a novel multi-agent framework aimed at automating the creation of precise scientific visualizations. PlotGen orchestrates multiple LLM-based agents, including a Query Planning Agent that breaks down complex user requests into executable steps, a Code Generation Agent that converts pseudocode into executable Python code, and three retrieval feedback agents - a Numeric Feedback Agent, a Lexical Feedback Agent, and a Visual Feedback Agent - that leverage multimodal LLMs to iteratively refine the data accuracy, textual labels, and visual correctness of generated plots via self-reflection. Extensive experiments show that PlotGen outperforms strong baselines, achieving a 4-6 percent improvement on the MatPlotBench dataset, leading to enhanced user trust in LLM-generated visualizations and improved novice productivity due to a reduction in debugging time needed for plot errors.

Data Cards: Purposeful and Transparent Dataset Documentation for Responsible AI

As research and industry moves towards large-scale models capable of numerous downstream tasks, the complexity of understanding multi-modal datasets that give nuance to models rapidly increases. A clear and thorough understanding of a dataset's origins, development, intent, ethical considerations and evolution becomes a necessary step for the responsible and informed deployment of models, especially those in people-facing contexts and high-risk domains. However, the burden of this understanding often falls on the intelligibility, conciseness, and comprehensiveness of the documentation. It requires consistency and comparability across the documentation of all datasets involved, and as such documentation must be treated as a user-centric product in and of itself. In this paper, we propose Data Cards for fostering transparent, purposeful and human-centered documentation of datasets within the practical contexts of industry and research. Data Cards are structured summaries of essential facts about various aspects of ML datasets needed by stakeholders across a dataset's lifecycle for responsible AI development. These summaries provide explanations of processes and rationales that shape the data and consequently the models, such as upstream sources, data collection and annotation methods; training and evaluation methods, intended use; or decisions affecting model performance. We also present frameworks that ground Data Cards in real-world utility and human-centricity. Using two case studies, we report on desirable characteristics that support adoption across domains, organizational structures, and audience groups. Finally, we present lessons learned from deploying over 20 Data Cards.

GraphiMind: LLM-centric Interface for Information Graphics Design

Information graphics are pivotal in effective information dissemination and storytelling. However, creating such graphics is extremely challenging for non-professionals, since the design process requires multifaceted skills and comprehensive knowledge. Thus, despite the many available authoring tools, a significant gap remains in enabling non-experts to produce compelling information graphics seamlessly, especially from scratch. Recent breakthroughs show that Large Language Models (LLMs), especially when tool-augmented, can autonomously engage with external tools, making them promising candidates for enabling innovative graphic design applications. In this work, we propose a LLM-centric interface with the agent GraphiMind for automatic generation, recommendation, and composition of information graphics design resources, based on user intent expressed through natural language. Our GraphiMind integrates a Textual Conversational Interface, powered by tool-augmented LLM, with a traditional Graphical Manipulation Interface, streamlining the entire design process from raw resource curation to composition and refinement. Extensive evaluations highlight our tool's proficiency in simplifying the design process, opening avenues for its use by non-professional users. Moreover, we spotlight the potential of LLMs in reshaping the domain of information graphics design, offering a blend of automation, versatility, and user-centric interactivity.

Datasheets Aren't Enough: DataRubrics for Automated Quality Metrics and Accountability

High-quality datasets are fundamental to training and evaluating machine learning models, yet their creation-especially with accurate human annotations-remains a significant challenge. Many dataset paper submissions lack originality, diversity, or rigorous quality control, and these shortcomings are often overlooked during peer review. Submissions also frequently omit essential details about dataset construction and properties. While existing tools such as datasheets aim to promote transparency, they are largely descriptive and do not provide standardized, measurable methods for evaluating data quality. Similarly, metadata requirements at conferences promote accountability but are inconsistently enforced. To address these limitations, this position paper advocates for the integration of systematic, rubric-based evaluation metrics into the dataset review process-particularly as submission volumes continue to grow. We also explore scalable, cost-effective methods for synthetic data generation, including dedicated tools and LLM-as-a-judge approaches, to support more efficient evaluation. As a call to action, we introduce DataRubrics, a structured framework for assessing the quality of both human- and model-generated datasets. Leveraging recent advances in LLM-based evaluation, DataRubrics offers a reproducible, scalable, and actionable solution for dataset quality assessment, enabling both authors and reviewers to uphold higher standards in data-centric research. We also release code to support reproducibility of LLM-based evaluations at https://github.com/datarubrics/datarubrics.

MathDial: A Dialogue Tutoring Dataset with Rich Pedagogical Properties Grounded in Math Reasoning Problems

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.