April Galyardt

h-index7
2papers
216citations

2 Papers

4.1LGOct 14, 2019
Component Mismatches Are a Critical Bottleneck to Fielding AI-Enabled Systems in the Public Sector

Grace A. Lewis, Stephany Bellomo, April Galyardt

The use of machine learning or artificial intelligence (ML/AI) holds substantial potential toward improving many functions and needs of the public sector. In practice however, integrating ML/AI components into public sector applications is severely limited not only by the fragility of these components and their algorithms, but also because of mismatches between components of ML-enabled systems. For example, if an ML model is trained on data that is different from data in the operational environment, field performance of the ML component will be dramatically reduced. Separate from software engineering considerations, the expertise needed to field an ML/AI component within a system frequently comes from outside software engineering. As a result, assumptions and even descriptive language used by practitioners from these different disciplines can exacerbate other challenges to integrating ML/AI components into larger systems. We are investigating classes of mismatches in ML/AI systems integration, to identify the implicit assumptions made by practitioners in different fields (data scientists, software engineers, operations staff) and find ways to communicate the appropriate information explicitly. We will discuss a few categories of mismatch, and provide examples from each class. To enable ML/AI components to be fielded in a meaningful way, we will need to understand the mismatches that exist and develop practices to mitigate the impacts of these mismatches.

2.9AIJan 12, 2015
Predicting Performance During Tutoring with Models of Recent Performance

April Galyardt, Ilya Goldin

In educational technology and learning sciences, there are multiple uses for a predictive model of whether a student will perform a task correctly or not. For example, an intelligent tutoring system may use such a model to estimate whether or not a student has mastered a skill. We analyze the significance of data recency in making such predictions, i.e., asking whether relatively more recent observations of a student's performance matter more than relatively older observations. We develop a new Recent-Performance Factors Analysis model that takes data recency into account. The new model significantly improves predictive accuracy over both existing logistic-regression performance models and over novel baseline models in evaluations on real-world and synthetic datasets. As a secondary contribution, we demonstrate how the widely used cross-validation with 0-1 loss is inferior to AIC and to cross-validation with L1 prediction error loss as a measure of model performance.