Obtaining training data for Question Answering (QA) is time-consuming and resource-intensive, and existing QA datasets are only available for limited domains and languages. In this work, we explore to what extent high quality training data is actually required for Extractive QA, and investigate the possibility of unsupervised Extractive QA. We approach this problem by first learning to generate context, question and answer triples in an unsupervised manner, which we then use to synthesize Extractive QA training data automatically. To generate such triples, we first sample random context paragraphs from a large corpus of documents and then random noun phrases or named entity mentions from these paragraphs as answers. Next we convert answers in context to "fill-in-the-blank" cloze questions and finally translate them into natural questions. We propose and compare various unsupervised ways to perform cloze-to-natural question translation, including training an unsupervised NMT model using non-aligned corpora of natural questions and cloze questions as well as a rule-based approach. We find that modern QA models can learn to answer human questions surprisingly well using only synthetic training data. We demonstrate that, without using the SQuAD training data at all, our approach achieves 56.4 F1 on SQuAD v1 (64.5 F1 when the answer is a Named entity mention), outperforming early supervised models.
Recent approaches to question generation have used modifications to a Seq2Seq architecture inspired by advances in machine translation. Models are trained using teacher forcing to optimise only the one-step-ahead prediction. However, at test time, the model is asked to generate a whole sequence, causing errors to propagate through the generation process (exposure bias). A number of authors have proposed countering this bias by optimising for a reward that is less tightly coupled to the training data, using reinforcement learning. We optimise directly for quality metrics, including a novel approach using a discriminator learned directly from the training data. We confirm that policy gradient methods can be used to decouple training from the ground truth, leading to increases in the metrics used as rewards. We perform a human evaluation, and show that although these metrics have previously been assumed to be good proxies for question quality, they are poorly aligned with human judgement and the model simply learns to exploit the weaknesses of the reward source. We propose a recurrent neural model that generates natural-language questions from documents, conditioned on answers. We show how to train the model using a combination of supervised and reinforcement learning. After teacher forcing for standard maximum likelihood training, we fine-tune the model using policy gradient techniques to maximize several rewards that measure question quality. Most notably, one of these rewards is the performance of a question-answering system. We motivate question generation as a means to improve the performance of question answering systems. Our model is trained and evaluated on the recent question-answering dataset SQuAD.   The paper briefly describes the First Shared Task Evaluation Challenge on Question Generation that took place in Spring 2010. The campaign included two tasks: Task A - Question Generation from Paragraphs and Task B - Question Generation from Sentences. An overview of each of the tasks is provided. We study automatic question generation for sentences from text passages in reading comprehension. We introduce an attention-based sequence learning model for the task and investigate the effect of encoding sentence- vs. paragraph-level information. In contrast to all previous work, our model does not rely on hand-crafted rules or a sophisticated NLP pipeline; it is instead trainable end-to-end via sequence-to-sequence learning. Automatic evaluation results show that our system significantly outperforms the state-of-the-art rule-based system. In human evaluations, questions generated by our system are also rated as being more natural (i.e., grammaticality, fluency) and as more difficult to answer (in terms of syntactic and lexical divergence from the original text and reasoning needed to answer).