I believe a system should be judged by the decisions it makes possible, the people those decisions affect, and the evidence an institution can defend.
I return to one question across AI, institutions and education: what becomes invisible when a complex decision is compressed into a score? I set out my positions here, connect them to work that can be examined, and make clear what would change my mind.
Read my position →I develop my positions through concrete decisions in AI, institutional design and education.
I argue that equivalent reported performance does not establish equivalent action. I want evaluation to follow the score into the selection, evidence or decision it produces.
Read the essay →I believe the number of opportunities a system can allocate belongs in the explanation of its decisions. A model cannot take responsibility for a limit the institution chose.
Read the essay →I believe institutions need a defensible description of the work before they ask AI to classify a role, recommend a requirement or assess a candidate.
Read the essay →I judge readiness through a learner’s ability to connect a choice to evidence, state its limits and revise it when a consequential constraint changes.
Read the essay →I investigate why equivalence on declared performance measures need not imply equivalence in downstream action. I use RIDI to make that question inspectable, including how selection identity can change under a stated constraint. The public demonstration replays one SciFact case: the displayed retrieval metrics remain unchanged while the recorded answer changes. I use that case to examine the limits of the reported audit; I would need separate evidence to estimate the frequency or consequences of such changes in a deployment.
Implementation & project stages →I want a learner to connect a claim to evidence, explain the limits of that evidence and revise a choice when a consequential constraint changes. I bring this position into iSCARB, with IMAM as a contextual design layer for language, local examples and educational purpose. I believe that context should help a student reason within the discipline while the university retains responsibility for curriculum, assessment and the meaning of readiness.
Read the education argument →Each essay displays its first recorded date on this site, with the date of its current edition shown in the article. First-recorded dates come from the public repository history. I aim to publish one substantial essay every two weeks, alternating Arabic and English, and explain substantive revisions.