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The material explains why evaluation mechanisms are essential, defines tests, and compares the purposes, advantages, and disadvantages of written exams—especially regarding psychometric standards and limitations in measuring hands-on skill performance. It also outlines elements of a strong exam and provides general item-construction guidance using blueprints, cognitive objectives, timing strategies, and item types.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guidelines-for-ems-educators-item-writing-and-exam-construction/363826/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guidelines-for-ems-educators-item-writing-and-exam-construction/363826.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-23",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is evaluation important for EMS educators?","Question",{"text":112,"@type":113},"Without a mechanism to evaluate a student, educators cannot determine whether instructional objectives and goals were achieved. EMS educators must understand evaluation concepts and how to construct and validate questions for fair measurement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the key purposes of testing in EMS written exams?",{"text":117,"@type":113},"Tests separate qualified individuals from those who do not meet standards, compare performance to pre-established criteria, and require examinees to demonstrate multiple cognitive actions such as defining, calculating, interpreting, applying theory, and evaluating outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What general steps guide EMS educators in constructing written test items?",{"text":121,"@type":113},"Create a blueprint aligned to specific knowledge objectives and education standards, determine the number of questions and timing, organize the exam logically, set the relative importance of content areas, and allocate emphasis by question proportion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},363826,1790440809,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Guidelines for EMS Educators  \nItem writing and exam construction  \nConnie J. Mattera, M.S. , R. N. , EMT-P  \n\"The greatest fool may ask more than the wisest man can answer\" (Colton) .  \nI. Why this information is important  \nA. Without a mechanism to evaluate a student, you will never know if they have achieved the objectives and the goals of instruction.  \nB. EMS educators must have familiarity with the concepts of evaluation and how to construct and validate questions for a fair and appropriate measurement tool.  \nII. Written examinations  \nA. Definition of a test: A written or situational occurrence that provides one or more instances for the learner to demonstrate learning.  \nB. Purposes of testing  \n1. A test is intended to separate qualified individuals who can demonstrate adequate knowledge of the content areas important to safe and effective practice from those who do not meet this standard at the time they took the examination (CTS, 2012) .  \n2. An exam compares student performance to pre-established criteria.  \n3. Examinees should be asked to define terms; give factual information; calculate; explain; predict; recommend action; interpret; identify common principles; relate ideas; apply theory; solve problems; and evaluate outcomes.  \n4. Exam results provide feedback to the instructor and the student and they help to clarify and redirect future learning needs.  \n5. Laxity in applying psychometric standards to testing increases the risk that an unqualified candidate will be awarded a credential or allowed to practice.  \nC. Advantages of written examinations  \n1. Can be used with a large number of students  \n2. Measures cognitive objectives  \n3. Provides for consistent scoring (if done correctly)  \n4. Grading and compiling results may be faster than for other types of examinations (not always true with essay and short-answer items)  \nD. Disadvantages of written examinations  \n1. Time consuming to develop good instruments.  \n2. Difficult to create items that measure higher levels of the domains of learning.  \n3. Complex validation procedures.  \n4. Could discriminate against students with learning disabilities (dyslexia) .  \n5. Poorly written items may evaluate a student's reading ability more than they evaluate knowledge of material.  \n6. They cannot measure skill performance. Items may measure theoretical knowledge of procedure, but actual ability to perform the skill cannot be evaluated using this type of test.  \nE. Elements of a good exam  \n1. Items are generated from a blueprint that is mapped to objectives that are mapped to education standards. They allow essential (high frequency/high criticality) knowledge to be demonstrated.  \n2. The examinee’s task is specifically defined  \n3. Items are well constructed following psychometric principles  \n4. The exam includes items that range from easy to difficult  \nItem writing and exam construction page 2  \nConnie J. Mattera, M.S. , R. N. , EMT-P  \n5. The instructor has framed the \"ideal\" answers in the key and items reflect expert consensus on best or correct answers  \nF. Types of items  \n1. Multiple choice  \n2. True/false  \n3. Matching  \n4. Completion (short answer)  \n5. Essay  \n6. Terminal/certifying  \nIII. General guidelines for written test item construction  \nA. To draft content-valid items, create a blueprint  \n1. An examination must measure achievement of specific knowledge objectives and test what it is intended to test. To do this, it must be developed from a blueprint that is based on the judgment of experienced professionals in the field (CTS, 2012) .  \n2. A blueprint is a well-designed plan to measure learning  \na. First determine the total number of questions to include. This may be driven by the amount of content that has been covered, time limitations, the nature of the quiz/exam, or policy.  \nb. If time is limited, allow an appropriate interval to answer questions or perform a skill. Suggested timing strategies:  \n(1) Allow an average of one minute per item","cbCaicr6jmqT21SD","https://ap.wps.com/l/cbCaicr6jmqT21SD","pdf",104228,"English","# Why this information is important\n## Without a mechanism to evaluate achievement\n## Need for evaluation concepts and question construction\n# Written examinations\n## Definition of a test\n## Purposes of testing\n## Advantages of written examinations\n## Disadvantages of written examinations\n## Elements of a good exam\n## Types of items\n# General guidelines for written test item construction\n## Create a blueprint from objectives and standards\n## Determine number of questions and timing strategies","[{\"question\":\"Why is evaluation important for EMS educators?\",\"answer\":\"Without a mechanism to evaluate a student, educators cannot determine whether instructional objectives and goals were achieved. EMS educators must understand evaluation concepts and how to construct and validate questions for fair measurement.\"},{\"question\":\"What are the key purposes of testing in EMS written exams?\",\"answer\":\"Tests separate qualified individuals from those who do not meet standards, compare performance to pre-established criteria, and require examinees to demonstrate multiple cognitive actions such as defining, calculating, interpreting, applying theory, and evaluating outcomes.\"},{\"question\":\"What general steps guide EMS educators in constructing written test items?\",\"answer\":\"Create a blueprint aligned to specific knowledge objectives and education standards, determine the number of questions and timing, organize the exam logically, set the relative importance of content areas, and allocate emphasis by question proportion.\"}]","Guidelines for EMS Educators - Item Writing and Exam Construction | PDF",1790153435,76]