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Hannah Murray

Publications and source records attributed to Hannah Murray.

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Evaluating Large Language Models for Fair and Reliable Organ Allocation

Medical institutions are considering the use of LLMs in high-stakes clinical decision-making, such as organ allocation. In such sensitive use cases, evaluating fairness is imperative. However, existing evaluation methods often fall short; benchmarks are too simplistic to capture real-world complexity, and accuracy-based metrics fail to address the absence of a clear ground truth. To realistically and fairly model organ allocation, specifically kidney allocation, we begin by testing the medical knowledge of LLMs to determine whether they understand the clinical factors required to make sound allocation decisions. Building on this foundation, we design two tasks: (1) Choose-One and (2) Rank-All. In Choose-One, LLMs select a single candidate from a list of potential candidates to receive a kidney. In this scenario, we assess fairness across demographics using traditional fairness metrics, such as proportional parity. In Rank-All, LLMs rank all candidates waiting for a kidney, reflecting real-world allocation processes more closely, where an organ is passed down a ranked list until allocated. Our evaluation on three LLMs reveals a divergence between fairness metrics: while exposure-based metrics suggest equitable outcomes, probability-based metrics uncover systematic preferential sorting, where specific groups were clustered in upper-ranking tiers. Furthermore, we observe that demographic preferences are highly task-dependent, showing inverted trends between Choose-One and Rank-All tasks, even when considering the topmost rank. Overall, our results indicate that current LLMs can introduce inequalities in real-world allocation scenarios, underscoring the urgent need for rigorous fairness evaluation and human oversight before their use in high-stakes decision-making.

cs.LG

VisGrader: Automatic Grading of D3 Visualizations

Manually grading D3 data visualizations is a challenging endeavor, and is especially difficult for large classes with hundreds of students. Grading an interactive visualization requires a combination of interactive, quantitative, and qualitative evaluation that are conventionally done manually and are difficult to scale up as the visualization complexity, data size, and number of students increase. We present VisGrader, a first-of-its kind automatic grading method for D3 visualizations that scalably and precisely evaluates the data bindings, visual encodings, interactions, and design specifications used in a visualization. Our method enhances students learning experience, enabling them to submit their code frequently and receive rapid feedback to better inform iteration and improvement to their code and visualization design. We have successfully deployed our method and auto-graded D3 submissions from more than 4000 students in a visualization course at Georgia Tech, and received positive feedback for expanding its adoption.

cs.HC