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In feedback generation for logical errors in programming assignments, large language model (LLM)-based methods have shown great promise. These methods ask the LLM to generate feedback given the problem statement and a student¿½fs (buggy) submission. There are several issues with these types of methods. First, the generated feedback messages are often too direct in revealing the error in the submission and thus diminish valuable opportunities for the student to learn. Second, they do not consider the student¿½fs learning context, i.e., their previous submissions, current knowledge, etc. Third, they are not layered since existing methods use a single, shared prompt for all student submissions. In this paper, we explore using LLMs to generate a ``feedback-ladder'', i.e., multiple levels of feedback for the same problem-submission pair. We evaluate the quality of the generated feedback-ladder via a user study with students, educators, and researchers. We have observed diminishing effectiveness for higher-level feedback and higher-scoring submissions overall in the study. In practice, our method enables teachers to select an appropriate level of feedback to show to a student based on their personal learning context, or in a progressive manner to go more detailed if a higher-level feedback fails to correct the student¿½fs error. 

Recent advances in artificial intelligence for education leverage generative large language models, including using them to predict open-ended student responses rather than their correctness only. However, the black-box nature of these models limits the interpretability of the learned student knowledge representations. In this paper, we conduct a first exploration into interpreting latent student knowledge representations by presenting InfoOIRT, an Information regularized Open-ended Item Response Theory model, which encourages the latent student knowledge states to be interpretable while being able to generate student-written code for open-ended programming questions. InfoOIRT maximizes the mutual information between a fixed subset of latent knowledge states enforced with simple prior distributions and generated student code, which encourages the model to learn disentangled representations of salient syntactic and semantic code features including syntactic styles, mastery of programming skills, and code structures. Through experiments on a real-world programming education dataset, we show that InfoOIRT can both accurately generate student code and lead to interpretable student knowledge representations. 

The NUMA architecture accommodates the hardware trend of an increasing number of CPU cores. It requires the cooperation of memory allocators to achieve good performance for multithreaded applications. Unfortunately, existing allocators do not support NUMA architecture well. This paper presents a novel memory allocator – NUMAlloc, that is designed for the NUMA architecture. is centered on a binding-based memory management. On top of it, proposes an “origin-aware memory management” to ensure the locality of memory allocations and deallocations, as well as a method called “incremental sharing” to balance the performance benefits and memory overhead of using transparent huge pages. According to our extensive evaluation, NUMAlloc has the best performance among all evaluated allocators, running 15.7% faster than the second-best allocator (mimalloc), and 20.9% faster than the default Linux allocator with reasonable memory overhead. NUMAlloc is also scalable to 128 threads and is ready for deployment.