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Background: Readability metrics provide us with an objective and efficient way to assess the quality of educational texts. We can use the readability measures for finding assessment items that are difficult to read for a given grade level. Hard‐to‐read math word problems can put some students at a disadvantage if they are behind in their literacy learning. Despite their math abilities, these students can perform poorly on difficult‐to‐read word problems because of their poor reading skills. Less readable math tests can create equity issues for students who are relatively new to the language of assessment. Less readable test items can also affect the assessment's construct validity by partially measuring reading comprehension. Objectives: This study shows how large language models help us improve the readability of math assessment items. Methods: We analysed 250 test items from grades 3 to 5 of EngageNY, an open‐source curriculum. We used the GPT‐3 AI system to simplify the text of these math word problems. We used text prompts and the few‐shot learning method for the simplification task. Results and Conclusions: On average, GPT‐3 AI produced output passages that showed improvements in readability metrics, but the outputs had a large amount of noise and were often unrelated to the input. We used thresholds over text similarity metrics and changes in readability measures to filter out the noise. We found meaningful simplifications that can be given to item authors as suggestions for improvement. Takeaways: GPT‐3 AI is capable of simplifying hard‐to‐read math word problems. The model generates noisy simplifications using text prompts or few‐shot learning methods. The noise can be filtered using text similarity and readability measures. The meaningful simplifications AI produces are sound but not ready to be used as a direct replacement for the original items. To improve test quality, simplifications can be suggested to item authors at the time of digital question authoring. Lay Description: What is Known About the Subject: Difficult to read math assessment items cause measurement and equity issuesReadability of math word problems negatively correlated with outcomes What Our Paper Adds: GPT‐3 AI system is capable to simplify math word problemsPrompt‐based and few‐shot learning‐based approaches are able to create meaningful simplifications, but with a very low accuracy rateText similarity and readability measures can be used to filter out noisy outputs and discover interesting simplifications What are the Implications for Practitioners: GPT‐3 AI is capable of generating relevant math world problem simplificationsSimplified text can be used as suggestions to question authors during the digital item authoring process [ABSTRACT FROM AUTHOR]

Malignant melanoma is one of the most threatening cancers to human health. Only 14% of patients with malignant melanoma have a remaining life span of 5 years. At present, there have been some studies looking for potential prognostic indicators of esophageal cancer from the level of genes and infiltrating immune cells, but there are still some problems that need to be resolved urgently. This paper proposes IGHG3 as the immune infiltration of malignant melanoma, which takes into account the computational mathematics. It aims to deduce the characteristics of immune cell infiltration in malignant melanoma and study the relationship between different immune cell infiltration characteristics and prognosis. The method in this article is to establish a computational mathematical model for the immunotherapy of melanoma, then study the method of identification of the affinity of the IGHG3 reagent, and finally obtain the gene expression of immune infiltration. The functions of these methods are, respectively, to predict the dynamic behavior of T cells with two different specificities through mathematical models and to test the matching degree of different concentrations of IGHG3 reagent with the human body. Then use the ssGSEA algorithm to obtain immune infiltration related data and calculate the difference between the weighted empirical cumulative distribution function of all genes in the effect of IGHG3 on melanoma that was carried out. The experimental results showed the computational mathematical method genome and all the remaining genes. In this study, a computational mathematical method to detect the IGHG3 gene expression had a significant inhibitory effect on A375 cells in the experimental group, and the knockdown efficiency reached 85.6%. [ABSTRACT FROM AUTHOR]

Indirect methods for the indirect estimation of reference intervals are increasingly being used, especially for validation of reference intervals, as they can be applied to routine patient data. In this study, we compare three statistically different indirect methods for the verification and validation of reference intervals in eight laboratories distributed throughout Europe. The RefLim method is a fast and simple approach which calculates the reference intervals by extrapolating the theoretical 95 % of non-pathological values from the central linear part of a quantile-quantile plot. The Truncated Maximum Likelihood (TML) method estimates a smoothed kernel density function for the distribution of the mixed data, for which it is assumed that the "central" part of the distribution represents the healthy population. The refineR utilizes an inverse modelling approach. This algorithm identifies a model that best explains the observed data before transforming the data with the Box-Cox transformation. We show that the different indirect methods each have their advantages but can also lead to inaccurate or ambiguous results depending on the approximation of the mathematical model to real-world data. A combination of different methodologies can improve the informative value and thus the reliability of results. Based on routine measurements of four enzymes alkaline phosphatase (ALP), total amylase (AMY), cholinesterase (CHE) and gamma-glutamyl transferase (GGT) in adult women and men, we demonstrate that some reference limits taken from the literature need to be adapted to the laboratory's particular local and population characteristics. [ABSTRACT FROM AUTHOR]

Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users' performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams. [ABSTRACT FROM AUTHOR]