Correcting Human Labels for Rater Effects in AI Evaluation: An Item Response Theory Approach

Human evaluations play a central role in training and assessing AI models, yet these data are rarely treated as measurements subject to systematic error. This paper integrates psychometric rater models into the AI pipeline to improve the reliability and validity of conclusions drawn from human judgments. The paper reviews common rater effects, severity and centrality, that distort observed ratings, and demonstrates how item response theory rater models, particularly the multi-faceted Rasch model, can separate true output quality from rater behavior. Using the OpenAI summarization dataset as an empirical example, we show how adjusting for rater severity produces corrected estimates of summary quality and provides diagnostic insight into rater performance. Incorporating psychometric modeling into human-in-the-loop evaluation offers more principled and transparent use of human data, enabling developers to make decisions based on adjusted scores rather than raw, error-prone ratings. This perspective highlights a path toward more robust, interpretable, and construct-aligned practices for AI development and evaluation.

The Rise of Artificial Intelligence in Educational Measurement: Opportunities and Ethical Challenges

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.