Attribution-Driven Teaching Interventions: Linking I-AHP Weighted Assessment to Explainable Student Clustering
Bibliographic record
Abstract
Student course performance evaluation serves as a critical pedagogical tool for diagnosing learning gaps and enhancing educational outcomes, yet conventional assessments often suffer from rigid single-metric scoring and ambiguous causality. This study proposes an integrated analytic framework addressing these limitations by synergizing pedagogical expertise with data-driven diagnostics through four key measure: (1) Interval Analytic Hierarchy Process (I-AHP) to derive criterion weights reflecting instructional priorities via expert judgment; (2) K-means clustering to objectively stratify students into performance cohorts based on multidimensional metrics; (3) Random Forest classification and SHAP value analysis to quantitatively identify key discriminators of cluster membership and interpret decision boundaries; and (4) attribution-guided interventions targeting cohort-specific deficiencies. Leveraging a dual-channel ecosystem across pre-class, in-class, and post-class phases, we established a hierarchical evaluation system where I-AHP weighted pedagogical sub-criteria to generate comprehensive student scores.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.054 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".