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Related Experiment Video

Updated: May 15, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

A proposal for evaluating the validity of holistic-based admission processes.

Clarence D Kreiter¹

¹Office of Consultation and Research in Medical Education, University of Iowa Carver Collegeof Medicine, Iowa City, IA 52242, USA. clarence-kreiter@uiowa.edu

Teaching and Learning in Medicine

|January 22, 2013

Summary

Statistical methods outperform holistic reviews in admissions for measurable outcomes. Research is needed to determine if holistic approaches offer benefits in unmeasured areas, using existing data from medical and graduate programs.

Related Experiment Videos

Last Updated: May 15, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

Decision science
Educational psychology
Higher education admissions

Background:

Admission decisions utilize holistic (human judgment) or statistical (actuarial) methods.
Statistical methods consistently outperform holistic methods for optimizing measurable outcomes.
Potential benefits of holistic decisions may lie in unmeasured outcomes, indicated by systematic variance in rater scores.

Purpose of the Study:

To estimate the variance attributable to unmeasured outcomes in holistic admissions.
To propose a research design examining the interrater reliability of difference scores between holistic and statistical admissions rankings.

Main Methods:

Analyzing interrater reliability of difference scores (holistic vs. statistical rankings).
Utilizing G study models to analyze rater agreement on difference scores.
Demonstrating calculations for various analytical circumstances.

Main Results:

High interrater reliability of difference scores would suggest holistic methods add value beyond statistical approaches.
Near-zero interrater reliability of difference scores would indicate committee judgments introduce random error.
Data for such validity research likely exists within selective medical and graduate programs.

Conclusions:

Research on the interrater reliability of difference scores is critical for validating holistic admissions.
Such studies can determine if holistic review processes provide unique, unmeasured benefits.
Existing data in selective programs can be leveraged for this crucial validity research.