Rescue EdVentures

Assessing EMS students in the classroom is one of the most difficult parts of being an instructor. While written exams are straightforward, hands-on skill evaluations and scenario-based testing introduce a level of subjectivity that can lead to inconsistencies. Even with well-defined grading rubrics, two instructors might score the same student differently based on their own expectations, experience, or interpretation of competency. This struggle isn’t unique to any one program—it’s an ongoing challenge in EMS education.

One of the biggest issues is balancing fairness with real-world expectations. Some instructors are more lenient, focusing on improvement rather than perfection, while others have higher, more rigid standards. While both perspectives have merit, the inconsistency can create confusion for students. One instructor may pass a student on a skill station, while another may fail them for a minor mistake. This can lead to frustration and a lack of confidence in both the student and the instructor team.

Solutions to Improve Consistency

1. Standardized Rubrics with Clear Pass/Fail Criteria
   Every skill or scenario should have a detailed rubric with clear pass/fail points. The more specific the criteria, the less room for interpretation. Instead of general statements like “properly assesses the airway,” breaking it down into exact steps—such as checking for obstruction, confirming breath sounds, and selecting the appropriate intervention—helps create uniformity in scoring. Although…. the expectation needs to be set for instructors to follow these exactly.
2. Instructor Calibration Training
   Just like EMTs must train together to function as a team, instructors need to be calibrated to ensure they are grading students consistently. Holding regular instructor meetings (or in-services) to review assessment criteria, practice grading sample scenarios, and discuss discrepancies can help align expectations across faculty members.
3. Video Recording for Self-Review and Feedback
   Recording student skill tests or scenario assessments can serve multiple purposes. It allows students to review their own performance, instructors to self-assess their grading, and faculty to discuss discrepancies in evaluations. Watching a playback of a scenario often reveals things that were missed in real-time and can serve as a learning tool for both students and instructors.
4. Peer and Group Grading for Skills
   Having multiple instructors or even peer review during skills testing can provide different perspectives and help reduce bias. If one instructor sees something differently than another, discussion can help clarify expectations and prevent inconsistencies in grading. I personally don’t agree with peer review during testing, but peer review is necessary in practice.
5. Blind Scoring for Written Reports and Documentation
   When assessing patient care reports or reflective assignments, removing the student’s name before grading can help minimize unconscious bias. It ensures that students are being assessed solely on their work, not on prior interactions or perceptions of their ability.

Final Thoughts

Consistency in student assessment is crucial not only for fairness but also for ensuring that graduates are truly competent when they enter the field. While subjectivity will always play some role in hands-on learning, improving our assessment methods can create a more reliable, structured approach. As instructors, our goal is to prepare students for the unpredictable nature of EMS, but that preparation starts with an assessment process that is as objective and standardized as possible.