Understanding Representation Fidelity: Guidelines for Experimental Evaluation of Conceptual Modeling Techniques
Why this work is in the frame
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Bibliographic record
Abstract
Recently, there has been a resurgence of interest in experimental research on conceptual modeling in information systems analysis and design.There is a need to explicitly identify the objectives of specific experiments in this area, and the role that assumptions play in experimental design.We provide four guidelines for developing materials for experiments aimed at evaluating conceptual modeling techniques, based on the premise that the primary purpose of conceptual modeling is to facilitate communication between analysts and users in validating domain knowledge relevant to an information system.We offer the guidelines as recommendations to assist the development of experiment materials that support meaningful tests of domain semantics, and present empirical evidence to illustrate the value of two of the guidelines.We also evaluate the degree to which a selection of recent experiments on conceptual modeling adheres to the guidelines, and consider implications of that assessment.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it