Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: StudentEval: A Benchmark of Student-Written Prompts for Large Language Models of Code
Code LLMs have the potential to make it easier for non-experts to understand and write code. However, current CodeLLM benchmarks rely on a single expert-written prompt per problem, making it hard to generalize their success to non-expert users. In this paper, we present a new natural-language-to-code benchmark of prompts written by a key population of non-experts: beginning programmers. StudentEval contains 1,749 prompts written by 80 students who have only completed one introductory Python course. StudentEval contains numerous non-expert prompts describing the same problem, enabling exploration of key factors in prompt success. We use StudentEval to evaluate 12 Code LLMs and find that StudentEval is a better discriminator of model performance than existing benchmarks. Our analysis of student prompting strategies reveals that nondeterministic LLM sampling can mislead students about the quality of their descriptions, a finding with key implications for Code LLMs in education.  more » « less
Award ID(s):
2326173 2326175 2326174
PAR ID:
10548254
Author(s) / Creator(s):
; ; ; ; ;
Publisher / Repository:
Association for Computational Linguistics
Date Published:
Page Range / eLocation ID:
8452 to 8474
Format(s):
Medium: X
Location:
Bangkok, Thailand and virtual meeting
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; (, ACM)
    Generative AI models, specifically large language models (LLMs), have made strides towards the long-standing goal of text-to-code generation. This progress has invited numerous studies of user interaction. However, less is known about the struggles and strategies of non-experts, for whom each step of the text-to-code problem presents challenges: describing their intent in natural language, evaluating the correctness of generated code, and editing prompts when the generated code is incorrect. This paper presents a large-scale controlled study of how 120 beginning coders across three academic institutions approach writing and editing prompts. A novel experimental design allows us to target specific steps in the text-to-code process and reveals that beginners struggle with writ- ing and editing prompts, even for problems at their skill level and when correctness is automatically determined. Our mixed-methods evaluation provides insight into student processes and perceptions with key implications for non-expert Code LLM use within and outside of education. 
    more » « less
  2. ; ; ; ; (, Association for Computational Linguistics)
    Although LLMs are increasing the productivity of professional programmers, existing work shows that beginners struggle to prompt LLMs to solve text-to-code tasks (Nguyen et al., 2024; Prather et al., 2024; Mordechai et al., 2024). Why is this the case? This paper explores two competing hypotheses about the cause of student-LLM miscommunication: (1) students simply lack the technical vocabulary needed to write good prompts, and (2) students do not understand the extent of information that LLMs need to solve code generation tasks. We study (1) with a causal intervention experiment on technical vocabulary and (2) by analyzing graphs that abstract how students edit prompts and the different failures that they encounter. We find that substance beats style: a poor grasp of technical vocabulary is merely correlated with prompt failure; that the information content of prompts predicts success; that students get stuck making trivial edits; and more. Our findings have implications for the use of LLMs in programming education, and for efforts to make computing more accessible with LLMs. 
    more » « less
  3. ; ; ; (, ACM)
    Rapid advances in the field of Large Language Models (LLMs) have made LLM-based code generation an important area for investigation. An LLM-based code generator takes a prompt as input and produces code that implements the requirements specified in the prompt. Many software requirements include mathematical formulas that specify the expected behavior of the code to be generated. Given a code generation prompt that contains a mathematical formula, a reasonable expectation is that, if the formula is syntactically modified without changing its semantics, the generated code for the modified prompt should be semantically equivalent. We formalize this concept as syntactic robustness and investigate the syntactic robustness of LLMs as code generators. Our experimental assessment demonstrates that LLMs are not syntactically robust for code generation prompts with formulas, especially for the ones that require mathematical reasoning. We investigate attack strategies that can further deteriorate the syntactic robustness of LLMs. Finally, to mitigate syntactic robustness failures in LLMs, we propose a pre-processing step that uses reductions to transform formulas in prompts to a simplified form. Our experimental results demonstrate that the syntactic robustness of LLM-based code generation improves significantly using our approach, improving syntactic robustness of LLMs from 54.05% to 74.42%. 
    more » « less
  4. ; (, Proceedings of Machine Learning Research)
    Recent advances in large language models (LLMs) have transformed software development by automatically generating code from natural language. Yet challenges remain in generating fully correct code that aligns with user intent. Our study reveals that LLMs tend to pay less attention to user prompts as more code tokens are generated. We hypothesize that this attention dilution issue is an important reason for code generation errors. To mitigate this issue, we propose Selective Prompt Anchoring (SPA) to guide code LLMs to pay more attention to user intent when generating code. We evaluate SPA using six base LLMs across six benchmarks. Our results demonstrate that SPA enhances Pass@1 by up to 12.9%, consistently outperforming SOTA methods in all settings. Our code is available at https://github.com/magic-YuanTian/Selective- Prompt-Anchoring. 
    more » « less
  5. ; ; ; ; (, ACM)
    The paper explores the performance of LLMs in the context of multi-dimensional analytic writing assessments, i.e. their ability to provide both scores and comments based on multiple assessment criteria. Using a corpus of literature reviews written by L2 graduate students and assessed by human experts against 9 analytic criteria, we prompt several popular LLMs to perform the same task under various conditions. To evaluate the quality of feedback comments, we apply a novel feedback comment quality evaluation framework. This framework is interpretable, cost-efficient, scalable, and reproducible, compared to existing methods that rely on manual judgments. We find that LLMs can generate reasonably good and generally reliable multi-dimensional analytic assessments. We release our corpus and code\footnote{\url{https://github.com/jaaack-wang/multi-dimensional-analytic-writing-assessments}.} for reproducibility. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Text Encoded Conversion
  • XML
  • Save / Share this Record
  • Send to Email