Assessing Model Performance - Beginner's GuideMegan Verbakel
Introduction on how to assess the performance of a classifier model. Covers theories (bias-variance trade-off, over/under-fitting), data preparation (train/test split, cross-validation), common performance plots (e.g. ROC curve and confusion matrix), and common metrics (e.g. accuracy, precision, recall, f1-score).
Introduction to ROC Curve Analysis with Application in Functional GenomicsShana White
An early lab presentation I gave that explains ROC basics, an example of ROC utility with applications in gene expression data, and a brief introduction on variations to the traditional 2-d ROC curve analysis.
Introduction to linear regression and the maths behind it like line of best fit, regression matrics. Other concepts include cost function, gradient descent, overfitting and underfitting, r squared.
Ways to evaluate a machine learning model’s performanceMala Deep Upadhaya
Some of the ways to evaluate a machine learning model’s performance.
In Summary:
Confusion matrix: Representation of the True positives (TP), False positives (FP), True negatives (TN), False negatives (FN)in a matrix format.
Accuracy: Worse happens when classes are imbalanced.
Precision: Find the answer of How much the model is right when it says it is right!
Recall: Find the answer of How many extra right ones, the model missed when it showed the right ones!
Specificity: Like Recall but the shift is on the negative instances.
F1 score: Is the harmonic mean of precision and recall so the higher the F1 score, the better.
Precision-Recall or PR curve: Curve between precision and recall for various threshold values.
ROC curve: Graph is plotted against TPR and FPR for various threshold values.
Excel Files AssingmentsCopy of Student_Assignment_File.11.01..docxSANSKAR20
Excel Files Assingments/Copy of Student_Assignment_File.11.01.2016.xlsx
DataIDSalaryCompa-ratioMidpointAgePerformance RatingServiceGenderRaiseDegreeGender1GradeCopy Employee Data set to this page.The ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.The column labels in the table mean:ID – Employee sample number Salary – Salary in thousands Age – Age in yearsPerformance Rating – Appraisal rating (Employee evaluation score)SERvice – Years of serviceGender: 0 = male, 1 = female Midpoint – salary grade midpoint Raise – percent of last raiseGrade – job/pay gradeDegree (0= BS\BA 1 = MS)Gender1 (Male or Female)Compa-ratio - salary divided by midpoint
Week 2This assignment covers the material presented in weeks 1 and 2.Six QuestionsBefore starting this assignment, make sure the the assignment data from the Employee Salary Data Set file is copied over to this Assignment file.You can do this either by a copy and paste of all the columns or by opening the data file, right clicking on the Data tab, selecting Move or Copy, and copying the entire sheet to this file(Weekly Assignment Sheet or whatever you are calling your master assignment file).It is highly recommended that you copy the data columns (with labels) and paste them to the right so that whatever you do will not disrupt the original data values and relationships.To Ensure full credit for each question, you need to show how you got your results. For example, Question 1 asks for several data values. If you obtain them using descriptive statistics,then the cells should have an "=XX" formula in them, where XX is the column and row number showing the value in the descriptive statistics table. If you choose to generate each value using fxfunctions, then each function should be located in the cell and the location of the data values should be shown.So, Cell D31 - as an example - shoud contain something like "=T6" or "=average(T2:T26)". Having only a numerical value will not earn full credit.The reason for this is to allow instructors to provide feedback on Excel tools if the answers are not correct - we need to see how the results were obtained.In starting the analysis on a research question, we focus on overall descriptive statistics and seeing if differences exist. Probing into reasons and mitigating factors is a follow-up activity.1The first step in analyzing data sets is to find some summary descriptive statistics for key variables. Since the assignment problems willfocus mostly on the compa-ratios, we need to find the mean, standard deviations, and range for our groups: Males, Females, and Overall.Sorting the compa-ratios into male and females will require you copy and paste the Compa-ratio and Gender1 columns, and then sort on Gender1.The values for age, performance rating, and service are prov ...
1. Outline the differences between Hoarding power and Encouraging..docxpaynetawnya
1. Outline the differences between Hoarding power and Encouraging.
2. Explain about the power of Congruency in Leadership.
DataIDSalaryCompaMidpoint AgePerformance RatingServiceGenderRaiseDegreeGender1GrCopy Employee Data set to this page.822.10.962233290915.81FAThe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 1522.60.984233280814.91FANote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.3522.60.984232390415.30FA37230.999232295216.20FAThe column labels in the table mean:1023.11.003233080714.71FAID – Employee sample number Salary – Salary in thousands 2323.11.004233665613.30FAAge – Age in yearsPerformance Rating – Appraisal rating (Employee evaluation score)1123.31.01223411001914.81FASERvice – Years of serviceGender: 0 = male, 1 = female 2623.51.020232295216.20FAMidpoint – salary grade midpoint Raise – percent of last raise3123.61.028232960413.91FAGrade – job/pay gradeDegree (0= BS\BA 1 = MS)3623.61.026232775314.30FAGender1 (Male or Female)Compa-ratio - salary divided by midpoint4023.81.034232490206.30MA14241.04523329012161FA4224.21.0512332100815.71FA1924.31.055233285104.61MA25251.0872341704040MA3226.50.855312595405.60MB227.70.895315280703.90MB3428.60.923312680204.91MB3933.91.094312790615.50FB2034.11.1013144701614.80FB1834.51.1133131801115.60FB335.11.132313075513.61FB1341.11.0274030100214.70FC741.31.0324032100815.71FC1642.21.054404490405.70MC4145.81.144402580504.30MC2746.91.172403580703.91MC548.21.0044836901605.71MD3049.31.0274845901804.30MD2456.31.173483075913.80FD4556.91.185483695815.21FD4757.21.003573795505.51ME3357.51.008573590905.51ME4581.01857421001605.51ME3858.81.0325745951104.50ME5059.61.0465738801204.60ME4660.21.0575739752003.91ME2260.31.257484865613.81FD161.61.081573485805.70ME4461.81.0855745901605.21ME49631.1055741952106.60ME1763.71.1185727553131FE1264.71.1355752952204.50ME4869.51.2195734901115.31FE973.91.103674910010041MF4375.61.1286742952015.50FF2976.31.139675295505.40MF2177.21.1526743951306.31MF678.11.1656736701204.51MF2878.31.169674495914.40FF
Week 2This assignment covers the material presented in weeks 1 and 2.Six QuestionsBefore starting this assignment, make sure the the assignment data from the Employee Salary Data Set file is copied over to this Assignment file.You can do this either by a copy and paste of all the columns or by opening the data file, right clicking on the Data tab, selecting Move or Copy, and copying the entire sheet to this file(Weekly Assignment Sheet or whatever you are calling your master assignment file).It is highly recommended that you copy the data columns (with labels) and paste them to the right so that whatever you do will not disrupt the original data values and relationships.To Ensure full credit for each question, you need to show how you got your results. For example, Question 1 asks for several data values. If you obtain them using descript ...
Week 5 Lecture 14 The Chi Square Test Quite often, pat.docxcockekeshia
Week 5 Lecture 14
The Chi Square Test
Quite often, patterns of responses or measures give us a lot of information. Patterns are
generally the result of counting how many things fit into a particular category. Whenever we
make a histogram, bar, or pie chart we are looking at the pattern of the data. Frequently, changes
in these visual patterns will be our first clues that things have changed, and the first clue that we
need to initiate a research study (Lind, Marchel, & Wathen, 2008).
One of the most useful test in examining patterns and relationships in data involving
counts (how many fit into this category, how many into that, etc.) is the chi-square. It is
extremely easy to calculate and has many more uses than we will cover. Examining patterns
involves two uses of the Chi-square - the goodness of fit and the contingency table. Both of
these uses have a common trait: they involve counts per group. In fact, the chi-square is the only
statistic we will look at that we use when we have counts per multiple groups (Tanner &
Youssef-Morgan, 2013).
Chi Square Goodness of Fit Test
The goodness of fit test checks to see if the data distribution (counts per group) matches
some pattern we are interested in. Example: Are the employees in our example company
distributed equal across the grades? Or, a more reasonable expectation for a company might be
are the employees distributed in a pyramid fashion – most on the bottom and few at the top?
The Chi Square test compares the actual versus a proposed distribution of counts by
generating a measure for each cell or count: (actual – expected)2/actual. Summing these for all
of the cells or groups provides us with the Chi Square Statistic. As with our other tests, we
determine the p-value of getting a result as large or larger to determine if we reject or not reject
our null hypothesis. An example will show the approach using Excel.
Regardless of the Chi Square test, the chi square related functions are found in the fx
Statistics window rather than the Data Analysis where we found the t and ANOVA test
functions. The most important for us are:
• CHISQ.TEST (actual range, expected range) – returns the p-value for the test
• CHISQ.INV.RT(p-value, df) – returns the actual Chi Square value for the p-value
or probability value used.
• CHISQ.DIST.RT(X, df) – returns the p-value for a given value.
When we have a table of actual and expected results, using the =CHISQ.TEST(actual
range, expected range) will provide us with the p-value of the calculated chi square value (but
does not give us the actual calculated chi square value for the test). We can compare this value
against our alpha criteria (generally 0.05) to make our decision about rejecting or not rejecting
the null hypothesis.
If, after finding the p-value for our chi square test, we want to determine the calculated
value of the chi square statistic, we can use the =CHISQ.INV.RT(probability, df).
Assessing Model Performance - Beginner's GuideMegan Verbakel
Introduction on how to assess the performance of a classifier model. Covers theories (bias-variance trade-off, over/under-fitting), data preparation (train/test split, cross-validation), common performance plots (e.g. ROC curve and confusion matrix), and common metrics (e.g. accuracy, precision, recall, f1-score).
Introduction to ROC Curve Analysis with Application in Functional GenomicsShana White
An early lab presentation I gave that explains ROC basics, an example of ROC utility with applications in gene expression data, and a brief introduction on variations to the traditional 2-d ROC curve analysis.
Introduction to linear regression and the maths behind it like line of best fit, regression matrics. Other concepts include cost function, gradient descent, overfitting and underfitting, r squared.
Ways to evaluate a machine learning model’s performanceMala Deep Upadhaya
Some of the ways to evaluate a machine learning model’s performance.
In Summary:
Confusion matrix: Representation of the True positives (TP), False positives (FP), True negatives (TN), False negatives (FN)in a matrix format.
Accuracy: Worse happens when classes are imbalanced.
Precision: Find the answer of How much the model is right when it says it is right!
Recall: Find the answer of How many extra right ones, the model missed when it showed the right ones!
Specificity: Like Recall but the shift is on the negative instances.
F1 score: Is the harmonic mean of precision and recall so the higher the F1 score, the better.
Precision-Recall or PR curve: Curve between precision and recall for various threshold values.
ROC curve: Graph is plotted against TPR and FPR for various threshold values.
Excel Files AssingmentsCopy of Student_Assignment_File.11.01..docxSANSKAR20
Excel Files Assingments/Copy of Student_Assignment_File.11.01.2016.xlsx
DataIDSalaryCompa-ratioMidpointAgePerformance RatingServiceGenderRaiseDegreeGender1GradeCopy Employee Data set to this page.The ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.The column labels in the table mean:ID – Employee sample number Salary – Salary in thousands Age – Age in yearsPerformance Rating – Appraisal rating (Employee evaluation score)SERvice – Years of serviceGender: 0 = male, 1 = female Midpoint – salary grade midpoint Raise – percent of last raiseGrade – job/pay gradeDegree (0= BS\BA 1 = MS)Gender1 (Male or Female)Compa-ratio - salary divided by midpoint
Week 2This assignment covers the material presented in weeks 1 and 2.Six QuestionsBefore starting this assignment, make sure the the assignment data from the Employee Salary Data Set file is copied over to this Assignment file.You can do this either by a copy and paste of all the columns or by opening the data file, right clicking on the Data tab, selecting Move or Copy, and copying the entire sheet to this file(Weekly Assignment Sheet or whatever you are calling your master assignment file).It is highly recommended that you copy the data columns (with labels) and paste them to the right so that whatever you do will not disrupt the original data values and relationships.To Ensure full credit for each question, you need to show how you got your results. For example, Question 1 asks for several data values. If you obtain them using descriptive statistics,then the cells should have an "=XX" formula in them, where XX is the column and row number showing the value in the descriptive statistics table. If you choose to generate each value using fxfunctions, then each function should be located in the cell and the location of the data values should be shown.So, Cell D31 - as an example - shoud contain something like "=T6" or "=average(T2:T26)". Having only a numerical value will not earn full credit.The reason for this is to allow instructors to provide feedback on Excel tools if the answers are not correct - we need to see how the results were obtained.In starting the analysis on a research question, we focus on overall descriptive statistics and seeing if differences exist. Probing into reasons and mitigating factors is a follow-up activity.1The first step in analyzing data sets is to find some summary descriptive statistics for key variables. Since the assignment problems willfocus mostly on the compa-ratios, we need to find the mean, standard deviations, and range for our groups: Males, Females, and Overall.Sorting the compa-ratios into male and females will require you copy and paste the Compa-ratio and Gender1 columns, and then sort on Gender1.The values for age, performance rating, and service are prov ...
1. Outline the differences between Hoarding power and Encouraging..docxpaynetawnya
1. Outline the differences between Hoarding power and Encouraging.
2. Explain about the power of Congruency in Leadership.
DataIDSalaryCompaMidpoint AgePerformance RatingServiceGenderRaiseDegreeGender1GrCopy Employee Data set to this page.822.10.962233290915.81FAThe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 1522.60.984233280814.91FANote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.3522.60.984232390415.30FA37230.999232295216.20FAThe column labels in the table mean:1023.11.003233080714.71FAID – Employee sample number Salary – Salary in thousands 2323.11.004233665613.30FAAge – Age in yearsPerformance Rating – Appraisal rating (Employee evaluation score)1123.31.01223411001914.81FASERvice – Years of serviceGender: 0 = male, 1 = female 2623.51.020232295216.20FAMidpoint – salary grade midpoint Raise – percent of last raise3123.61.028232960413.91FAGrade – job/pay gradeDegree (0= BS\BA 1 = MS)3623.61.026232775314.30FAGender1 (Male or Female)Compa-ratio - salary divided by midpoint4023.81.034232490206.30MA14241.04523329012161FA4224.21.0512332100815.71FA1924.31.055233285104.61MA25251.0872341704040MA3226.50.855312595405.60MB227.70.895315280703.90MB3428.60.923312680204.91MB3933.91.094312790615.50FB2034.11.1013144701614.80FB1834.51.1133131801115.60FB335.11.132313075513.61FB1341.11.0274030100214.70FC741.31.0324032100815.71FC1642.21.054404490405.70MC4145.81.144402580504.30MC2746.91.172403580703.91MC548.21.0044836901605.71MD3049.31.0274845901804.30MD2456.31.173483075913.80FD4556.91.185483695815.21FD4757.21.003573795505.51ME3357.51.008573590905.51ME4581.01857421001605.51ME3858.81.0325745951104.50ME5059.61.0465738801204.60ME4660.21.0575739752003.91ME2260.31.257484865613.81FD161.61.081573485805.70ME4461.81.0855745901605.21ME49631.1055741952106.60ME1763.71.1185727553131FE1264.71.1355752952204.50ME4869.51.2195734901115.31FE973.91.103674910010041MF4375.61.1286742952015.50FF2976.31.139675295505.40MF2177.21.1526743951306.31MF678.11.1656736701204.51MF2878.31.169674495914.40FF
Week 2This assignment covers the material presented in weeks 1 and 2.Six QuestionsBefore starting this assignment, make sure the the assignment data from the Employee Salary Data Set file is copied over to this Assignment file.You can do this either by a copy and paste of all the columns or by opening the data file, right clicking on the Data tab, selecting Move or Copy, and copying the entire sheet to this file(Weekly Assignment Sheet or whatever you are calling your master assignment file).It is highly recommended that you copy the data columns (with labels) and paste them to the right so that whatever you do will not disrupt the original data values and relationships.To Ensure full credit for each question, you need to show how you got your results. For example, Question 1 asks for several data values. If you obtain them using descript ...
Week 5 Lecture 14 The Chi Square Test Quite often, pat.docxcockekeshia
Week 5 Lecture 14
The Chi Square Test
Quite often, patterns of responses or measures give us a lot of information. Patterns are
generally the result of counting how many things fit into a particular category. Whenever we
make a histogram, bar, or pie chart we are looking at the pattern of the data. Frequently, changes
in these visual patterns will be our first clues that things have changed, and the first clue that we
need to initiate a research study (Lind, Marchel, & Wathen, 2008).
One of the most useful test in examining patterns and relationships in data involving
counts (how many fit into this category, how many into that, etc.) is the chi-square. It is
extremely easy to calculate and has many more uses than we will cover. Examining patterns
involves two uses of the Chi-square - the goodness of fit and the contingency table. Both of
these uses have a common trait: they involve counts per group. In fact, the chi-square is the only
statistic we will look at that we use when we have counts per multiple groups (Tanner &
Youssef-Morgan, 2013).
Chi Square Goodness of Fit Test
The goodness of fit test checks to see if the data distribution (counts per group) matches
some pattern we are interested in. Example: Are the employees in our example company
distributed equal across the grades? Or, a more reasonable expectation for a company might be
are the employees distributed in a pyramid fashion – most on the bottom and few at the top?
The Chi Square test compares the actual versus a proposed distribution of counts by
generating a measure for each cell or count: (actual – expected)2/actual. Summing these for all
of the cells or groups provides us with the Chi Square Statistic. As with our other tests, we
determine the p-value of getting a result as large or larger to determine if we reject or not reject
our null hypothesis. An example will show the approach using Excel.
Regardless of the Chi Square test, the chi square related functions are found in the fx
Statistics window rather than the Data Analysis where we found the t and ANOVA test
functions. The most important for us are:
• CHISQ.TEST (actual range, expected range) – returns the p-value for the test
• CHISQ.INV.RT(p-value, df) – returns the actual Chi Square value for the p-value
or probability value used.
• CHISQ.DIST.RT(X, df) – returns the p-value for a given value.
When we have a table of actual and expected results, using the =CHISQ.TEST(actual
range, expected range) will provide us with the p-value of the calculated chi square value (but
does not give us the actual calculated chi square value for the test). We can compare this value
against our alpha criteria (generally 0.05) to make our decision about rejecting or not rejecting
the null hypothesis.
If, after finding the p-value for our chi square test, we want to determine the calculated
value of the chi square statistic, we can use the =CHISQ.INV.RT(probability, df).
Similar to Model Evaluation Matrix: Confusion Matrix, F1 Score, ROC curve AUC (20)
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. F1-Score
The F1 score is a metric used to evaluate the performance of a classification
model, especially when dealing with imbalanced classes. It's the harmonic
mean of precision and recall, providing a balance between the two.
The formula for the F1 score is:
F1= 2 x (Precision x Recall / Precision + Recall)
F1 score could be an effective evaluation metric when FP and FN are
equally costly.
3. Example
Suppose we have a binary classification problem where we want to predict
whether emails are spam (positive class) or not spam (negative class).
• True Positives (TP) = 90 False Positives (FP) = 10
• False Negatives (FN) = 15 True Negatives (TN) = 885
• Precision = 90/90+10 = 0.9
• Recall= 90/90+15 = 0.857
• F1 Score= 2 x (0.9 x 0.857 / 0.9+0.857) = 0.878
The F1 score for this classification model is approximately 0.878. It
provides a single metric that considers both precision and recall, making it
useful for evaluating the model's overall performance, especially in
scenarios with imbalanced classes.
4. ROC Curve and AUC
The Receiver Operating Characteristic (ROC) curve and the Area Under the
ROC Curve (AUC) are widely used evaluation metrics for binary
classification models.
They are particularly useful when dealing with imbalanced datasets or when
the cost of false positives and false negatives varies.
5. ROC curve
• The ROC curve is a graphical representation of the trade-off between the
true positive rate (sensitivity) and the false positive rate (1 - specificity)
for different threshold values.
• The true positive rate (TPR) is the ratio of true positive predictions to the
total actual positive instances in the dataset. It represents the model's
ability to correctly identify positive instances.
• The false positive rate (FPR) is the ratio of false positive predictions to
the total actual negative instances in the dataset. It represents the model's
tendency to incorrectly identify negative instances as positive.
6. ROC curve
• The ROC curve plots the TPR against the FPR as the discrimination
threshold is varied from 0 to 1. Each point on the curve represents a
different threshold, and the curve illustrates how the model's performance
changes across various threshold values.
• A diagonal line from the bottom-left corner to the top-right corner
represents random guessing (an ineffective model). A good model's ROC
curve will be closer to the top-left corner, indicating high TPR and low
FPR across different thresholds.
7. AUC (Area under the ROC curve)
• The AUC quantifies the overall performance of a classification model by
calculating the area under the ROC curve.
• A perfect classifier would have an AUC of 1, indicating that it achieves a
TPR of 1 (identifies all positives correctly) while maintaining an FPR of
0 (makes no false positive predictions).
• A random classifier would have an AUC of 0.5, as the ROC curve would
be a diagonal line from (0,0) to (1,1).
• The AUC provides a single scalar value that summarizes the model's
performance across all possible classification thresholds. Higher AUC
values indicate better overall performance, with values closer to 1
indicating better discrimination between positive and negative instances.
8. AUC (Area under the ROC curve)
• Generally, an AUC above 0.8 is considered good, while an AUC above
0.9 is considered excellent. An AUC below 0.7 might indicate poor
discriminatory power.
9. Confusion Matrix
A confusion matrix is a table that is often used to evaluate the performance
of a classification model. It provides a comprehensive summary of the
model's predictions compared to the actual outcomes in a tabular format.
Each row of the matrix represents the instances in a predicted class, while
each column represents the instances in an actual class.
Predicted Actual
Positive Negative
Positive (P) True Positive False Positive
Negative (N) False Negative True Negative
10. Components of confusion matrix
True Positives (TP): These are the cases where the model correctly predicts
the positive class. For example, in a medical diagnosis scenario, TP would
represent the number of patients correctly diagnosed with a disease.
False Positives (FP): These are the cases where the model incorrectly
predicts the positive class when it's actually negative. In medical terms, FP
would represent healthy patients incorrectly diagnosed with a disease.
False Negatives (FN): These are the cases where the model
incorrectly predicts the negative class when it's actually positive. In
medical terms, FN would represent patients with a disease incorrectly
classified as healthy.
11. Components of confusion matrix
True Negatives (TN): These are the cases where the model correctly
predicts the negative class. For example, in a medical diagnosis scenario,
TN would represent the number of healthy patients correctly identified as
such.
The confusion matrix is a valuable tool for understanding the strengths and
weaknesses of a classification model, particularly in scenarios with
imbalanced classes or when certain types of errors (e.g., false positives or
false negatives) are more costly or critical than others.
Please check the description box for the link to Machine Learning videos.
12. Evaluating model for Imbalanced datasets
When dealing with imbalanced datasets in classification tasks, where the
number of instances in one class significantly outweighs the other, standard
evaluation metrics like accuracy can be misleading.
strategies for effectively evaluating models trained on imbalanced datasets
Confusion Matrix
Precision, Recall and F1 Score
ROC curve and AUC
Ensemble methods
Resampling techniques: oversampling the minority class or under
sampling the majority class to balance the dataset before evaluation. Use
stratified sampling when splitting the dataset into training and testing sets
to ensure that the class distribution remains consistent across both sets.