Wednesday, April 10, 2013

Interesting SAS Global Forum 2013 Papers

I recently noticed almost all of the papers for SASGF13 are posted. Instead of browsing the conference materials (which are larger than my local telephone directory- such a huge conference) I decided to start by browsing the papers (which can be found in the proceedings). I can then refer back to this post when I start trying to actually map out which sessions I'll go to. (and I can get back to the papers for the sessions I miss)

Most of the sessions and papers I typically like are in the area of Statistics and Data Analysis or Data Mining and Text Analytics. These sessions and papers offer direct applications in SAS that I can immediately take back to my job and implement.  There are often other papers throughout  Pharma, Operations Research, and Financial Services that also can be really helpful.

Below are the titles and links to papers that I've found so far. Yes this seems like a lot, but its only a small portion of the total proceedings. There are tons of other sections related to business intelligence, data management, and programming. I'm not sure I'll fit all of the sessions I've found into a 3.5 day conference schedule.

Business Intelligence Applications
044-2013 A Data-Driven Analytic Strategy for Increasing Yield and Retention at Western Kentucky University Using SAS Enterprise BI and SAS® Enterprise Miner™

Operations Research
Pharma:

Statistics and Data Analysis


Data Mining and Text Analytics




Posters and Videos (papers included)




Monday, April 8, 2013

Using Advanced Analytics to Recruit Students for Improved Retention & Graduation



Forthcoming:SAS Global Forum (April 28-May 1 2013) 

Paper 044-2013
A Data Driven Analytic Strategy for Increasing Yield and Retention at Western Kentucky University Using SAS Enterprise BI and SAS Enterprise Miner
Matt Bogard, Western Kentucky University, Bowling Green, KY

ABSTRACT

As many universities face the constraints of declining enrollment demographics, pressure from state governments for increased student success, as well as declining revenues, the costs of utilizing anecdotal  evidence and intuition based on ‘gut’ feelings to make time and resource allocation decisions become significant. This paper describes how we are using SAS® Enterprise Miner to develop a model to score university students based on their probability of enrollment and retention early in the enrollment funnel so that staff and administrators can work to recruit students that not only have an average or better chance of enrolling but also succeeding once they enroll. Incorporating these results into SAS® EBI will allow us to deliver easy-to-understand results to university personnel.


PDF TEXT available at Proceedings of the SAS® Global Forum 2013 Conference

Conference: http://support.sas.com/events/sasglobalforum/2013/index.html  
 


The correct bibliographic citation for this publication is as follows:
SAS Institute Inc. 2013.Proceedings of the SAS® Global Forum 2013 Conference. Cary, NC:

Tuesday, April 2, 2013

Is the ROC curve a good metric for model calibration?

I previously discussed the use of the ROC curve as a tool for model assessment, particularly as a metric for discrimination. I stated that this metric (particularly the area under the ROC curve or c-statistic) is used increasingly in the machine learning community and is preferred over other measures of fit like precision or the F1-Score because it evaluates model performance across all considered cutoff values vs. an arbitrarily chosen cutoff (Bradley, 1997). I still prefer this metric over a metric based on an arbitrary cutoff (like percentage of correct predictions, precision, recall or the F-1 score). However, if the goal is to use your predictive model to stratify your score data into groups (like in a market segmentation application or this example) then the ROC curve may not be the absolute best metric. The metric we are actually after is one that assesses model calibration (as discussed here).  In the article 'Use and Misuse of the Receiver Operating Characteristic Curve in Risk Prediction' we get several criticisms of using the ROC curve in this context:

'The c statistic also describes how well models can rank order cases and noncases, but is not a function of the actual predicted probabilities. For example, a model that assigns all cases a value of 0.52 and all noncases a value of 0.51 would have perfect discrimination, although the probabilities it assigns may not be helpful.'

'When the goal of a predictive model is to categorize individuals into risk strata, the assessment of such models should be based on how well they achieve this aim...The use of a single, somewhat insensitive, measure of model fit such as the c statistic can erroneously eliminate important clinical risk predictors for consideration in scoring algorithms'


The paper goes on to demonstrate that there is in fact a tradeoff between model discrimination ( as measured by the ROC curve) and calibration.

In this context, we may prefer a metric that is based on calibration, like the Hosmer-Lemeshaw test, but it is often criticized for sensitivity to group/category compositions, has low power in small sample sizes, and is hypersensitive and misleading in large sample sizes. 

Here is one proposed solution (discussed previously):

From: NATIONAL QUALITY FORUM National Voluntary Consensus Standards for Patient Outcomes Measure Summary. (link)

“Because of the very large sample sizes studied here, a statistically significant
Hosmer-Lemeshow statistic is not considered informative with respect to calibration.”
Although the HL statistic is uninformative, model calibration could still be assessed graphically. This
could be done by comparing observed vs. predicted event rates within deciles of predicted risk."


The Assessment Score Rankings and Assessment Score Distribution tables from SAS Enterprise Miner are helpful in this regard.

Additional References:
Nancy R. Cook, Use and Misuse of the Receiver Operating Characteristic Curve in Risk Prediction. Circulation. 2007; 115: 928-935
 


Model Calibration and the Hosmer Lemeshaw Test

In a previous post I discussed the use of the ROC curve for model assessment. The ROC curve is a metric used to determine discrimination, how well a model discriminates between classes. Sometimes we are more interested in calibration, or the accurate stratification of individuals into higher or lower risk categories or risk strata.  In other words, sometimes we want to take predicted probabilities and divide our scored data set into groups, each having differing average predicted probabilities. A well calibrated model will make it possible to sort observations into strata or segments that exhibit an actual average outcome rate very close to the average predicted rate for the group. For example, the results below seem to indicate a well calibrated model for binary response Y ~ (0,1):



One might remark, these results look great, but are they statistically significant? The Hosmer-Lemeshaw test is a natural way to test for model calibration, and tests that very hypothesis. Without getting into great detail, the HL test is a chi-squared based test that divides your data set into deciles based on scores or predicted values and compares the observed response rates to the expected response rates (determined by your model's predicted probability of response). Significant differences between observed and predicted outcomes indicate lack of fit, so the HL test is a test for lack of fit i.e. significant values indicate lack of fit.

There are criticisms of the HL test, primarily related to its low power in small sample sizes, sensitivity to groupings, and its sensitivity to large sample sizes. Below are some examples of this last criticism:

JOURNAL OF PALLIATIVE MEDICINE
Volume 12, Number 2, 2009
Prediction of Pediatric Death in the Yearafter Hospitalization: A Population-Level  Retrospective Cohort Study Chris Feudtner, M.D., Ph.D., M.P.H.,1,5 Kari R. Hexem, M.P.H.,1 Mayadah Shabbout, M.S.,3James A. Feinstein, M.D.,1 Julie Sochalski, Ph.D., R.N.,4,5 and Jeffery H. Silber, M.D., Ph.D.2,5

‘The Hosmer-Lemeshow test detected a statistically significant degree of miscalibration in both models, due to the extremely large sample size of the models, as the differences between the observed and expected values within each group are relatively small.’ N = 600,000


Crit Care Med. 2007 Sep;35(9):2052-6.
Assessing the calibration of mortality benchmarks in critical care: The Hosmer-Lemeshow test revisited.

'Caution should be used in interpreting the calibration of predictive models developed using a smaller data set when applied to larger numbers of patients. A significant Hosmer-Lemeshow test does not necessarily mean that a predictive model is not useful or suspect. While decisions concerning a mortality model's suitability should include the Hosmer-Lemeshow test, additional information needs to be taken into consideration. This includes the overall number of patients, the observed and predicted probabilities within each decile, and adjunct measures of model calibration.'

Here we also have a cogent discussion of the HL test and its faults in the face of large sample sizes:

http://www.strath.ac.uk/aer/materials/5furtherquantitativeresearchdesignandanalysis/unit6/goodnessoffitmeasures/ 

"A disadvantage of this goodness of fit measure is that it is a significance test, with all the limitations this entails. Like other significant tests it only tells us whether the model fits or not, and does not tell us anything about the extent of the fit. Similarly, like other significance tests, it is strongly influenced by the sample size (sample size and effect size both determine significance), and in large samples, such as the PISA dataset we are using here, a very small difference will lead to significance. As the sample size gets large, the H-L statistic can find smaller and smaller differences between observed and model-predicted values to be significant. Small sample sizes are also problematic, however, as, being a Chi Square test we can’t have too many groups (more than 10%) with predicted frequencies of less than five."


What should we do in the face of large sample sizes and hypersensitive HL tests? Here is one suggestion: (link)

From: NATIONAL QUALITY FORUM National Voluntary Consensus Standards for Patient Outcomes Measure Summary.

“Because of the very large sample sizes studied here, a statistically significant
Hosmer-Lemeshow statistic is not considered informative with respect to calibration.”
Although the HL statistic is uninformative, model calibration could still be assessed graphically. This
could be done by comparing observed vs. predicted event rates within deciles of predicted risk."


The Area Under the ROC Curve

In a previous post I discussed predictive mode diagnostics in the context of the pseudo r-square statistic ( as well as the percentage of correct predictions) and also demonstrated the construction of an ROC curve.  However I did not expand on an interpretation of the ROC curve. Before discussing the ROC curve further,  let’s construct what is referred to as a confusion table that visualizes potential outcomes in a binary prediction scenario:



Some Definitions:

TP = true positive FP = false positive FN = false negative TN = true negative

% of Correct Predictions: For Y ~(0,1) the percentage of total correct predictions. (again see here for more details) or  (TP + TN) / (TP + FP + TN + FN)

Precision: Percentage of correctly predicted 1’s  or TP/(TP + FP))

Recall: Percentage of total observed or true 1’s correctly classified or TP/(TP+FN) also true positive rate
False Positive Rate:  FP /(FP + TN)

F1-Score: The harmonic mean of precision and recall or (2*Precision*Recall)/(Precision + Recall)

True positive rate: TP/(TP +FN) = Recall

Sensitivity: = recall

Specificity: = Percentage of total observed or true 0’s correctly classified or TN/(FP + TN)  or 1- false positive rate

All of the metrics mentioned above are based on classifying predictions based on a cutoff. If the predicted probability exceeds some threshold ‘c’ then we assign that observation a class value = 1. Otherwise the observation gets assigned a value = 0. These metrics are based on a single chosen cutoff. (one could examine multiple cutoffs and find the optimal value for c).

As explained in a previous post, the ROC curve is constructed by examining all possible cutoffs.  The ROC curve visualizes the tradeoffs between the true positive rate and false positive rate or sensitivity vs.  1-specificity. Particularly we are usually interested in the area under the ROC curve (AROC or c-statistic).  The ROC curve is a measure of a model’s discriminatory power.  The area under the ROC curve can be interpreted as the probability that a classifier will correctly rank a randomly chosen  training example with a positive outcome higher than a randomly chosen example with a negative outcome(Cook,2007).

This method is used increasingly in the machine learning community and is preferred over other measures of fit like precision or the F1-Score because it evaluates model performance across all considered cutoff values vs. an arbitrarily chosen cutoff (Bradley, 1997).It also gives a measure of classifier performance that gives low scores to random or one class only classifiers (Bradley,1997).

References: 
Bradley, Andrew P. Pattern Recognition, Volume 30, issue 7 (July, 1997), p. 1145-1159. Elsevier Science

Provost, F. J., Fawcett, T.,&  Kohavi, R. (1998). The Case against Accuracy Estimation for  Comparing Induction Algorithms. Proceedings of the Fifteenth  International Conference on Machine Learning (pp.445-453)(ICML '98), Jude W. Shavlik (Ed.). Morgan Kaufmann Publishers Inc.,San Francisco, CA, USA.

Nancy R. Cook, Use and Misuse of the Receiver Operating Characteristic Curve in Risk Prediction. Circulation. 2007; 115: 928-935

Tom Fawcett.. An introduction to ROC analysis.
Pattern Recognition Letters 27 (2006) 861–874

Monday, April 1, 2013

SAS Global Forum Papers

Using SAS® Enterprise BI and SAS® Enterprise MinerTM to Reduce Student Attrition

Matt Bogard, Western Kentucky University
Chris James
Tuesdi Helbig
Gina Huff

Abstract

The true supremacy of the SAS® Enterprise Business Intelligence Server is the ability to utilize the power of SAS® Analytics to deliver real-time information to end users, who usually do not understand statistics, but have the ability to make a difference if they have easy access to the analyzed data. This paper describes the process of using SAS® Enterprise Miner to develop a model to score university students based on their risk of attrition and deliver easy-to-understand results to university personnel using SAS® EBI.

Suggested Citation

Matt Bogard, Chris James, Tuesdi Helbig, and Gina Huff. "Using SAS® Enterprise BI and SAS® Enterprise MinerTM to Reduce Student Attrition" SAS Global Forum 2012 Proceedings.031-2012 (2012).

http://support.sas.com/resources/papers/proceedings12/031-2012.pdf 

A Data Driven Analytic Strategy for Increasing Yield and Retention at Western Kentucky University Using SAS Enterprise BI and SAS Enterprise Miner

Matt Bogard, Western Kentucky University

Article comments

SAS and all other SAS Institute Inc. product or service names are registered trademarks or trademarks of SAS Institute Inc. in the USA and other countries. ® indicates USA registration. Other brand and product names are trademarks of their respective companies.

Abstract

As many Universities face the constraints of declining enrollment demographics, pressure from state governments for increased student success, as well as declining revenues, the costs of utilizing anecdotal evidence and intuition based on ‘gut’ feelings to make time and resource allocation decisions become significant. However, grasping advanced statistical methods and analytics for data driven decision making can be overwhelming to some staff making buy in difficult. This paper describes how we are using SAS® Enterprise Miner to develop a model to score university students based on their probability of enrollment and retention early in the enrollment funnel so that staff and administrators can work to recruit students that not only have an average or better chance of enrolling but also succeeding once they enroll. Incorporating these results into SAS® EBI will allow us to deliver easy-to-understand results to university personnel.

 http://support.sas.com/resources/papers/proceedings13/044-2013.pdf