Source Video (Third-Party Educational Media)
This lesson incorporates a publicly available video hosted on YouTube and created by Kathleen Jasper. 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:
Understanding How to Use Assessments in Education | Kathleen Jasper
Creator: Kathleen Jasper
Platform: YouTube
License: Standard YouTube License
Creating Effective Assessments in EMS Education
Overview
Designing effective assessments is a critical skill for EMS educators. A well-crafted assessment not only measures competence but also reinforces learning, guides feedback, and ensures instructional alignment. Assessments should be purposeful, valid, and reliable, reflecting real-world EMS expectations.
The Purpose of Assessment
- To measure competence against defined objectives.
- To support learning through feedback and reflection.
- To drive improvement by revealing trends and gaps.
- To validate effectiveness for accreditation and professional standards.
Steps to Effective Assessment Creation
1. Begin with Clear Learning Outcomes
Specify the Behavior (action), Condition (context), and Criterion (success level). Each item must align directly with these outcomes.
2. Determine the Type of Learning (Domain)
| Learning Domain | Focus | Appropriate Methods |
|---|---|---|
| Cognitive | Knowledge and analysis. | Written exams, case studies, oral questioning. |
| Psychomotor | Physical skill and precision. | Checklists, simulation, OSCEs. |
| Affective | Attitudes and professionalism. | Observation, reflection journals, peer feedback. |
3. Choose the Right Assessment Format
| Format | Strengths | Best Used For |
|---|---|---|
| MCQs | Efficient and objective. | Knowledge checks and certification prep. |
| Scenario-Based | Integrates knowledge and skill. | Clinical reasoning and team dynamics. |
| Reflective Journals | Develops self-assessment. | Professional growth and affective learning. |
Validity and Reliability
⚠️ Quality Control:
- Validity: Does it measure what it claims? Avoid irrelevant or trick questions.
- Reliability: Is it consistent? Use standardized rubrics and train evaluators for consistency.
Feedback and Authenticity
Assessment should be a learning event. Design for authenticity by using realistic EMS scenarios, real equipment, and evaluating clinical reasoning and communication alongside technical skills. Ensure a balance between Assessment for learning (formative) and Assessment of learning (summative).
Assessment Creation Checklist
| Question | Check |
|---|---|
| Are all items aligned with learning outcomes? | [ ] |
| Does it measure the intended domain (Cognitive/Psychomotor/Affective)? | [ ] |
| Is the task authentic to EMS field practice? | [ ] |
| Are rubrics or scoring guides clearly defined? | [ ] |
| Does it include mechanisms for feedback and remediation? | [ ] |
Summary
By aligning outcomes, domains, and formats with educational theory and professional practice, instructors ensure assessments are engines for growth and excellence in prehospital medicine.
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.
- Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Performance.