Instruction-augmented Multimodal Alignment for Image-Text and Element Matching

With the rapid advancement of text-to-image (T2I) generation models, assessing the semantic alignment between generated images and text descriptions has become a significant research challenge. Current methods, including those based on Visual Question Answering (VQA), still struggle with fine-grained assessments and precise quantification of image-text alignment. This paper presents an improved evaluation method named Instruction-augmented Multimodal Alignment for Image-Text and Element Matching (iMatch), which evaluates image-text semantic alignment by fine-tuning multimodal large language models. We introduce four innovative augmentation strategies: First, the QAlign strategy creates a precise probabilistic mapping to convert discrete scores from multimodal large language models into continuous matching scores. Second, a validation set augmentation strategy uses pseudo-labels from model predictions to expand training data, boosting the model's generalization performance. Third, an element augmentation strategy integrates element category labels to refine the model's understanding of image-text matching. Fourth, an image augmentation strategy employs techniques like random lighting to increase the model's robustness. Additionally, we propose prompt type augmentation and score perturbation strategies to further enhance the accuracy of element assessments. Our experimental results show that the iMatch method significantly surpasses existing methods, confirming its effectiveness and practical value. Furthermore, our iMatch won first place in the CVPR NTIRE 2025 Text to Image Generation Model Quality Assessment - Track 1 Image-Text Alignment.

Assessing Attendance by Peer Information

Attendance rate is an important indicator of students' study motivation, behavior and Psychological status; However, the heterogeneous nature of student attendance rates due to the course registration difference or the online/offline difference in a blended learning environment makes it challenging to compare attendance rates. In this paper, we propose a novel method called Relative Attendance Index (RAI) to measure attendance rates, which reflects students' efforts on attending courses. While traditional attendance focuses on the record of a single person or course, relative attendance emphasizes peer attendance information of relevant individuals or courses, making the comparisons of attendance more justified. Experimental results on real-life data show that RAI can indeed better reflect student engagement.