REAL ML: Recognizing, Exploring, and Articulating Limitations of Machine Learning Research

Transparency around limitations can improve the scientific rigor of research, help ensure appropriate interpretation of research findings, and make research claims more credible. Despite these benefits, the machine learning (ML) research community lacks well-developed norms around disclosing and discussing limitations. To address this gap, we conduct an iterative design process with 30 ML and ML-adjacent researchers to develop and test REAL ML, a set of guided activities to help ML researchers recognize, explore, and articulate the limitations of their research. Using a three-stage interview and survey study, we identify ML researchers’ perceptions of limitations, as well as the challenges they face when recognizing, exploring, and articulating limitations. We develop REAL ML to address some of these practical challenges, and highlight additional cultural challenges that will require broader shifts in community norms to address. We hope our study and REAL ML help move the ML research community toward more active and appropriate engagement with limitations.

[1]  William Agnew,et al.  The Values Encoded in Machine Learning Research , 2021, FAccT.

[2]  Nicholas Diakopoulos,et al.  Unpacking the Expressed Consequences of AI Research in Broader Impact Statements , 2021, AIES.

[3]  Andrew Brown,et al.  Thinking Through and Writing About Research Ethics Beyond "Broader Impact" , 2021, ArXiv.

[4]  Value Cards: An Educational Toolkit for Teaching Social Impacts of Machine Learning through Deliberation , 2020, FAccT.

[5]  Timnit Gebru,et al.  Datasheets for datasets , 2018, Commun. ACM.

[6]  Thomas Liao Are We Learning Yet? A Meta Review of Evaluation Failures Across Machine Learning , 2021, NeurIPS Datasets and Benchmarks.

[7]  L. Lingard,et al.  Story, Not Study: 30 Brief Lessons to Inspire Health Researchers as Writers , 2021, Innovation and Change in Professional Education.

[8]  Paula T Ross,et al.  Limited by our limitations , 2019, Perspectives on Medical Education.

[9]  Danah Boyd,et al.  Fairness and Abstraction in Sociotechnical Systems , 2019, FAT.

[10]  Inioluwa Deborah Raji,et al.  Model Cards for Model Reporting , 2018, FAT.

[11]  Isabelle Boutron,et al.  Misrepresentation and distortion of research in biomedical literature , 2018, Proceedings of the National Academy of Sciences.

[12]  Fiona Burlig Improving Transparency in Observational Social Science Research: A Pre-Analysis Plan Approach , 2017, Economics Letters.

[13]  E. Miguel,et al.  Transparency, Reproducibility, and the Credibility of Economics Research , 2016, Journal of Economic Literature.

[14]  Deborah E. White,et al.  Thematic Analysis , 2017 .

[15]  Matthew C. Makel,et al.  Toward a More Perfect Psychology: Improving Trust, Accuracy, and Transparency in Research. , 2017 .

[16]  Lorelei Lingard The art of limitations , 2015, Perspectives on medical education.

[17]  I. Boutron,et al.  Impact of adding a limitations section to abstracts of systematic reviews on readers’ interpretation: a randomized controlled trial , 2014, BMC Medical Research Methodology.

[18]  Herman Aguinis,et al.  Self-Reported Limitations and Future Directions in Scholarly Reports , 2013 .

[19]  Kiri Wagstaff,et al.  Machine Learning that Matters , 2012, ICML.

[20]  E. Akl,et al.  Discussing study limitations in reports of biomedical studies- the need for more transparency , 2012, Health and Quality of Life Outcomes.

[21]  Margaret H. Dunham,et al.  On the importance of sharing negative results , 2011, SKDD.

[22]  John P A Ioannidis,et al.  Limitations are not properly acknowledged in the scientific literature. , 2007, Journal of clinical epidemiology.

[23]  C. A. Guimarães Structured abstracts: narrative review. , 2006, Acta cirurgica brasileira.

[24]  D. Crawford Information for authors , 2003, Biological Psychiatry.

[25]  Hugh Munby,et al.  Reflection-In-Action and Reflection-On-Action , 1989, Current Issues in Education.

[26]  Donald A. Schön The Architectural Studio as an Exemplar of Education for Reflection-in-Action , 1984 .