A Psychometric Framework for Evaluating Fairness in Algorithmic Decision Making: Differential Algorithmic Functioning

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Youmi Suk, K. T. Han
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引用次数: 1

Abstract

As algorithmic decision making is increasingly deployed in every walk of life, many researchers have raised concerns about fairness-related bias from such algorithms. But there is little research on harnessing psychometric methods to uncover potential discriminatory bias inside decision-making algorithms. The main goal of this article is to propose a new framework for algorithmic fairness based on differential item functioning (DIF), which has been commonly used to measure item fairness in psychometrics. Our fairness notion, which we call differential algorithmic functioning (DAF), is defined based on three pieces of information: a decision variable, a “fair” variable, and a protected variable such as race or gender. Under the DAF framework, an algorithm can exhibit uniform DAF, nonuniform DAF, or neither (i.e., non-DAF). For detecting DAF, we provide modifications of well-established DIF methods: Mantel–Haenszel test, logistic regression, and residual-based DIF. We demonstrate our framework through a real dataset concerning decision-making algorithms for grade retention in K–12 education in the United States.
评估算法决策公平性的心理测量框架:差分算法函数
随着算法决策越来越多地应用于各行各业,许多研究人员对此类算法中与公平相关的偏见表示担忧。但很少有研究利用心理测量方法来揭示决策算法中潜在的歧视性偏见。本文的主要目标是提出一种基于差异项目功能(DIF)的算法公平性新框架,该框架通常用于衡量心理测量学中的项目公平性。我们称之为差分算法函数(DAF)的公平概念是基于三条信息定义的:决策变量、“公平”变量和受保护变量,如种族或性别。在DAF框架下,算法可以表现出均匀的DAF、非均匀的DAF.或者两者都不表现(即非DAF)。为了检测DAF,我们对公认的DIF方法进行了修改:Mantel–Haenszel检验、逻辑回归和基于残差的DIF。我们通过一个关于美国K-12教育成绩保持决策算法的真实数据集展示了我们的框架。
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
期刊介绍: Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.
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