test
Browse files
config/system_prompt_texts.py
CHANGED
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@@ -279,12 +279,12 @@ Before extracting learning objectives:
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* **Specific**: Must express the smallest coherent, testable knowledge unit, instead of several things at once. For composite knowledge, like
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<examples>
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<
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<too_context_dependent>- De student weet dat als je dit gevoel krijgt, je hierop moet letten en moet onderzoeken waar het vandaan komt.</too_context_dependent>
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<explanation>From just reading the learning objective, it is not clear what 'dit' refers to</explanation>
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<better>- De student weet dat als je een onderbuikgevoel krijgt, je hierop moet letten en moet onderzoeken waar het vandaan komt.</better>
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<explanation>Now it includes the relevant part of the text such that it becomes self-contained, not referencing to parts outside of it</explanation>
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</
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<specificity_examples>
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<too_broad>- De student weet dat het hart uit vier holtes bestaat: twee boezems aan de bovenkant en twee kamers aan de onderkant.</too_broad>
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<explanation>Combines multiple knowledge elements that could be tested separately</explanation>
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@@ -302,6 +302,8 @@ Before extracting learning objectives:
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* If a term is explained in the text, and it's central to the topic, knowing what it means should also become a learning objective
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* If a term is explained in the text, also explain it briefly (between parentheses) in each learning objective that uses it
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* If the text is so knowledge dense that it contains more than 16 potential learning objectives, cap them at around that number and eliminate the less important ones. For non-hierarchical learning objectives (all equally important), just trim randomly
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### Language Precision
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* Avoid universal terms ("always", "never") unless 100% accurate, and there are in fact no exceptions
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* **Specific**: Must express the smallest coherent, testable knowledge unit, instead of several things at once. For composite knowledge, like
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<examples>
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<self-contained_example>
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<too_context_dependent>- De student weet dat als je dit gevoel krijgt, je hierop moet letten en moet onderzoeken waar het vandaan komt.</too_context_dependent>
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<explanation>From just reading the learning objective, it is not clear what 'dit' refers to</explanation>
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| 285 |
<better>- De student weet dat als je een onderbuikgevoel krijgt, je hierop moet letten en moet onderzoeken waar het vandaan komt.</better>
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| 286 |
<explanation>Now it includes the relevant part of the text such that it becomes self-contained, not referencing to parts outside of it</explanation>
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</self-contained_example>
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<specificity_examples>
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<too_broad>- De student weet dat het hart uit vier holtes bestaat: twee boezems aan de bovenkant en twee kamers aan de onderkant.</too_broad>
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<explanation>Combines multiple knowledge elements that could be tested separately</explanation>
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| 302 |
* If a term is explained in the text, and it's central to the topic, knowing what it means should also become a learning objective
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| 303 |
* If a term is explained in the text, also explain it briefly (between parentheses) in each learning objective that uses it
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| 304 |
* If the text is so knowledge dense that it contains more than 16 potential learning objectives, cap them at around that number and eliminate the less important ones. For non-hierarchical learning objectives (all equally important), just trim randomly
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| 305 |
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* Exclude examples, they are not important knowledge (unless they are critical to understanding the topic OR there would otherwise be less than 3 learning objectives)
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### Language Precision
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* Avoid universal terms ("always", "never") unless 100% accurate, and there are in fact no exceptions
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