Source Video (Third-Party Educational Media)
This lesson incorporates a publicly available video hosted on YouTube and created by Dr. Dylan Wiliam. The video is referenced for educational and instructional purposes in support of free, open-access EMS education. Full credit and copyright remain with the original creator.
Video:
Dylan William: What do we Mean by Assessment for Learning?
Creator: Dr. Dylan Wiliam
Platform: YouTube
License: Standard YouTube License
Assessment for Learning
Overview
Assessment is more than a way to measure outcomes — it is a teaching strategy that shapes how learners engage, reflect, and grow. In EMS education, two broad purposes are used: Assessment for learning (to guide improvement) and Assessment of learning (to verify achievement).
Assessment for Learning (AfL)
Assessment for learning emphasizes growth, feedback, and adjustment. It helps both educator and student understand how learning is progressing and what needs to change to achieve mastery.
Key Characteristics of AfL
| Feature | Description |
|---|---|
| Timing | Occurs during learning — ongoing and frequent. |
| Purpose | To guide and improve future learning, not to assign grades. |
| Feedback | Immediate, descriptive, and actionable. |
| Learner Role | Active participant; self-assesses and reflects on progress. |
| Educator Role | Facilitator and coach, adapting teaching based on performance. |
Examples in EMS Education
- Scenario-based discussions where learners justify their treatment plan.
- Peer feedback following a group trauma assessment exercise.
- Instructor debriefs after simulation focusing on decision-making.
- Self-reflection forms after clinical shifts.
Assessment of Learning (AoL)
Assessment of learning determines whether learners have met predefined standards or competencies at the end of instruction. It provides evidence of mastery for certification, progression, or credentialing.
Key Characteristics of AoL
| Feature | Description |
|---|---|
| Timing | Occurs after instruction — at the end of a unit or course. |
| Purpose | To evaluate mastery and ensure accountability. |
| Feedback | Summative and evaluative (e.g., pass/fail, score). |
| Learner Role | Demonstrates competence under standardized conditions. |
| Educator Role | Examiner ensuring reliability and objectivity. |
Balancing AfL and AoL
| Dimension | Assessment for Learning | Assessment of Learning |
|---|---|---|
| Primary Goal | Support ongoing learning and improvement. | Verify competence and certify mastery. |
| Feedback Type | Formative, descriptive, growth-oriented. | Summative, evaluative, outcome-focused. |
| Use of Results | Guides instructional adjustments. | Informs progression decisions. |
✓ EMS Educator Takeaway
Assessment is not the end of teaching — it is an integral part of it. AfL ensures that instruction adapts to the learner, while AoL ensures that learners are ready for the field.
References
- Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.