Alpay Sabuncuoğlu

h-index7
2papers
227citations

2 Papers

4.1HCMay 12, 2025Code
Justified Evidence Collection for Argument-based AI Fairness Assurance

Alpay Sabuncuoglu, Christopher Burr, Carsten Maple

It is well recognised that ensuring fair AI systems is a complex sociotechnical challenge, which requires careful deliberation and continuous oversight across all stages of a system's lifecycle, from defining requirements to model deployment and deprovisioning. Dynamic argument-based assurance cases, which present structured arguments supported by evidence, have emerged as a systematic approach to evaluating and mitigating safety risks and hazards in AI-enabled system development and have also been extended to deal with broader normative goals such as fairness and explainability. This paper introduces a systems-engineering-driven framework, supported by software tooling, to operationalise a dynamic approach to argument-based assurance in two stages. In the first stage, during the requirements planning phase, a multi-disciplinary and multi-stakeholder team define goals and claims to be established (and evidenced) by conducting a comprehensive fairness governance process. In the second stage, a continuous monitoring interface gathers evidence from existing artefacts (e.g. metrics from automated tests), such as model, data, and use case documentation, to support these arguments dynamically. The framework's effectiveness is demonstrated through an illustrative case study in finance, with a focus on supporting fairness-related arguments.

3.7HCOct 11, 2021Code
Teaching K-12 Classrooms Data Programming: A Three-Week Workshop with Online and Unplugged Activities

Alpay Sabuncuoğlu, Asım Evren Yantaç, Tevfik Metin Sezgin

This paper shares our experience in a three-session online workshop using a new web-based data programming environment, Marti. The programming environment uses a card-based programming strategy in both unplugged and online activities. Educators can use the physical cards in a board-game style or use the programming environment's mobile application to scan these cards and render the final visualization on their phones/tablets. The web environment also uses visual draggable cards for programming that can manipulate and visualize data. We used Marti and its offered unplugged activities in three sessions with 12 middle school and 12 high school students, focusing on the data fundamentals, analysis, and visualization. We assert that integrating unplugged-style pseudo-code creation and supporting a similar experience using the available devices have considerable potential for delivering equal and affordable data programming education for all.