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Fateme Rahmani

Publications and source records attributed to Fateme Rahmani.

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Generalization and Membership Inference Attack a Practical Perspective

With the emergence of new evaluation metrics and attack methodologies for Membership Inference Attacks (MIA), it becomes essential to reevaluate previously accepted assumptions. In this paper, we revisit the longstanding debate regarding the correlation between MIA success rates and model generalization using an empirical approach. We focused on employing augmentation techniques and early stopping to enhance model generalization and examined their impact on MIA success rates. We found that utilizing advanced generalization techniques can significantly decrease attack performance, potentially by up to 100 times. Moreover, combining these methods not only improves model generalization but also reduces attack effectiveness by introducing randomness during training. Additionally, our study confirmed the direct impact of generalization on MIA performance through an analysis of over 1K models in a controlled environment.

cs.LG

Assessing students understanding of the concept of electric potential difference based on the SOLO taxonomy in upper-secondary students for a targeted assessment

The concept of potential difference is fundamental to understanding electricity in upper secondary physics courses. However, students often find it challenging to grasp. To address this, we designed and implemented a test aimed at assessing students comprehension of potential difference. This researcher developed test, with a reliability coefficient of 0.74, was administered to 92 students in grades 11 and 12. To evaluate the test and gauge the depth of student learning, we employed the Structure of Observed Learning Outcomes SOLO Taxonomy. Our study is the first to apply the SOLO Taxonomy to this physics topic, contributing new insights to educational literature. The analysis revealed that 71% of students displayed prestructural and unistructural levels of understanding which is the shallowest learning stage while only 3% achieved higher levels of comprehension. Additionally, our analysis of student responses identified areas where understanding diverged from scientific explanations. By analyzing these difficulties, educators can develop targeted assessments and implement similar practices to improve learning before these challenges become deeply ingrained.

physics.ed-ph