Assessment Questions Research Articles

Examinatıon of Assessment and Evaluation Elements in 5th, 6th and 7th Grade Social Studies Middle School Textbooks

Textbooks are the most fundamental educational materials. For these materials to be effectively used, they need to be relevant to the era we live in. In this context, since 2004, the content of textbooks in Turkey has been prepared within the framework of constructivist education, aiming to enhance students’ cognitive, affective, and psychomotor skills. This study examines the assessment and evaluation elements within Social Studies textbooks to determine their alignment with constructivist education and the specific skills they target for students. The research analyzes assessment components found in six different textbooks approved by the Ministry of National Education (MEB). Within these textbooks, the assessment elements related to seven learning approaches—such as preparatory questions, in-text questions, activities, end-of-text evaluations, self-assessment, peer assessment, concept maps, end-of-unit assessment questions, and group self-assessment—are classified and studied from a constructivist perspective. Using a qualitative research design, document analysis is employed to identify assessment elements and link them to skills consistent with constructivist education. Finally, a comparative evaluation reveals differences between textbooks at different educational levels, contributing to the literature on the relationship between assessment elements and constructivist education in Social Studies textbooks.

Comparing The Effectiveness Of Multiple-Answer And Single-Answer Multiple-Choice Questions In Assessing Student Learning

ABSTRACT Driven by technological innovations, continuous digital expansion has transformed fundamentally the landscape of modern higher education, leading to discussions about evaluation techniques. The emergence of generative artificial intelligence raises questions about reliability and academic honesty regarding multiple-choice assessments in online education. In this context, this study investigates multiple-answer questions (MAQs) versus traditional single-answer questions (SAQs) in online higher-education assessments. A mixed-methods study involving quantitative field experiments and qualitative interviews was conducted with students enrolled in an online Marketing M.Sc. program. The students were divided randomly and assessed using either SAQs or MAQs, and the impacts on test performance of variables such as grade averages, study times, perceived workload, and difficulty were evaluated using independent-sample t-tests and ordinary least-squares regression analysis. The results show that although grades were lower and MAQs were perceived as being more difficult, study times and perceived workload did not differ significantly between the two formats. These findings suggest that despite their challenge, MAQs can promote deeper understanding and greater learning retention. Furthermore, even with their higher perceived difficulty and impact on performance, MAQs hold potential for dealing with academic-integrity concerns related to artificial intelligence.

Design and Development of Diabestfriend Application for Digital Self Care Management of Type 2 Diabetes Mellitus Patients

Objective: The availability of the results of the Android-based Diabestfriend Application for digital self-care management of type 2 diabetes mellitus patients. Theoretical Framework: The numerous interventions that come under the more general term "self-care" and are helpful in understanding the self-care suite have been categorized into three domains: self-awareness, self-testing, and self-care. Methods: The ADDIE development model is used in this study in three stages. Ten patients with type 2 diabetes who completed questionnaires, along with validators from one media expert and one material expert, comprise the implementation stage, which is the application assessment stage. The questionnaires consist of three sections: a total of 16 questions for patient application assessment, 21 questions for media expert validation, and 25 questions for material expert validation. Results and Discussion: The validation score of media experts was 83.8 with the very good category, the validation score of the material experts was 81.6 with the very good category and the response score of diabetes mellitus patients was 88.95 with the very good category. Research Implications: Further research on the efficacy of the Diabestfriend Application as a digital self-care management tool in type 2 diabetes mellitus patients will provide insight into how the use of the application affects the patients' level of self-care management. Originality/Value: The Diabestfriend Application is appropriate for use as a digital self-care management tool for patients with type 2 diabetes mellitus, according to validation from media experts, material experts, and 10 diabetes patients.

Using a Fluorescent Concretization Intervention Improves Hand Hygiene Training in Primary School Students: A Randomized Controlled Study

Introduction: Inadequate hand hygiene increases the rates of childhood infectious diseases and deaths, leading to the death of one child per minute. Aim: To examine the effects of an educational strategy, “using a fluorescent concretization intervention,” on the hand-washing skills of primary school students. Method: This single-center randomized controlled trial using a pretest and posttest design was conducted with 35 intervention and 35 control participants. Data were collected with Dermalux Test Lotion containing fluorescently detectable under ultraviolet light, Hand Washing Skill Checklist, Hand Washing Skill Efficacy, and Hand Hygiene Assessment Question Form in School Children. Results: After the training for both hands, the intervention group participants created a difference in the effectiveness of hand washing from dirty to clean in all areas (p < 0.001). The scores regarding psychomotor skills and duration of hand washing increased in all participants. Total score percentage changes increased more in the intervention group participants when the first and final follow-ups were compared (p < 0.001). Hand washing skills and durations increased after hand washing training using the fluorescent concretization method. Conclusion: Visual concretization and explanation to the students increase handwashing effectiveness. For this reason, it is highly recommended that technological devices that provide such visual feedback be used in schoolchildren's education.

Nursing process performance measurement tool based on bloom’s revised taxonomy: A validity and reliability analysis

AimThis study aimed to develop a measurement tool that could evaluate educational approaches by integrating the cognitive dimensions required at each stage of the nursing process and strengthening the connection between education and clinical practice. BackgroundThe nursing process is a core component of nursing practice and supports nurses and nursing students in systematically performing the problem-solving process necessary for patient health management. DesignCross-sectional, methodological study. MethodsA nursing process performance measurement tool that could measure the cognitive dimensions required at each stage of the nursing process was developed based on Anderson’s and Bloom’s revised taxonomy. The data for this study were collected from July to August 2023 at four universities in South Korea. The reliability and validity of the measurement tool were evaluated through a survey conducted on 406 nursing students. Participants were third- and fourth-year nursing students with clinical practice experience, recruited through purposive sampling. ResultsThe developed tool was designed to systematically measure and evaluate each step of the nursing process. This tool consisted of 28 questions, each of which was divided into five assessment questions, six diagnosis questions, six planning questions, five implementation questions and six evaluation questions. Items were rated on a 5-point Likert scale, ranging from 1 (“not at all”) to 5 (“very much”). The measurement score ranged from 28 to 140 points, with higher scores indicating better nursing process performance. The cumulative variance contribution rate of the tool was 68.1 % and the Cronbach’s α value was 0.85 for all items. ConclusionsThis study provides a basis for evaluating educational approaches in nursing curricula by integrating the cognitive dimensions required at each stage of the nursing process. This approach can strengthen the connection between education and clinical practice and can be used not only as a tool to systematically evaluate the learning outcomes of nursing students but also as a standardized nursing process guide.

Case-Based Training on Best Practices in Effective Test Utilization for Clinical Laboratories: A Comparison of Two Educational Formats

Abstract Introduction/Objective While a survey of ASCP membership showed improvements being made in effective test utilization (ETU), there is an ongoing need for formal education on best practices. Case-based education drawn from real-world scenarios provides an opportunity to address this need, aimed at increasing the understanding of evidence- based guidelines to inform clinical test ordering and reduce overconsumption of supplies without compromising patient care. The poster presents two examples of case-based education presented in an innovative microlearning format and an eLearning format designed for clinical laboratory professionals. Methods/Case Report The activities presented 9 - 10 practical, real-world scenarios as educational cases along with assessment questions addressing a range of topics that included ETU for pancreatitis and cardiac injury, blood collection tube consumption and conservation, strategies for reducing repeat daily lab test ordering, and others. Each case was designed for learners to be able to review the content and answer the assessment questions in 5 minutes. In the microlearning activity, learners received the cases and questions via email on a scheduled frequency and completed them via mobile device. The questions were repeated up to 2 times to reinforce learning. Participants in the eLearning activity accessed the same cases and assessment questions via a different learning platform (with no staggered delivery). Results (if a Case Study enter NA) More than 2,500 learners have participated in one or both ETU activities, and feedback has been highly positive. The assessment results show proficiency gains for a range of laboratory personnel, including laboratory managers/supervisors, histotechnologists, medical laboratory scientists, laboratory technicians, pathologists, and other laboratory roles. Conclusion The results also show how case-based scenarios can help promote best practices in ETU, which may be particularly beneficial for laboratory decision-makers. In addition to showing increased understanding of ETU strategies, the results also pose lessons learned for designing similar types of case-based education.

Dietary questions in caries risk assessment and their relationship to caries.

This retrospective chart review evaluated the relationship between specific dietary questions used in caries risk assessment and planned restorative treatment among patients attending a dental school's clinic. Records for 6,218 adult patients attending the University of Iowa College of Dentistry who completed caries risk assessments and comprehensive oral examinations during 2018-2019 were included. The number of planned caries restorative treatments were compared between groups based on responses to specific dietary questions on the caries risk assessment. Analyses included chi-square and Wilcoxon rank-sum tests and logistic regression for factors associated with caries treatments. About 20% of subjects needed caries treatment, and regression analyses found that younger age, having unstructured meals, drinking sugared beverages daily, and drinking them for more than 30 min were significantly (p < 0.01) associated with having caries. Specific and focused questions on dietary practices are strongly associated with caries, and may be useful in improving caries risk assessments.

Utilization of Computer-Based Testing Technology to Optimize Cognitive-Based Assessment Literacy in the Learning of Islamic Elementary School Students

The focus of 21st-century learning is on developing students' critical thinking, real-world application of knowledge, mastery of information technology, communication, and collaboration skills. Therefore, it is important to integrate information technology into the learning process and assessment of learning outcomes. This research aims to explore how Computer-Based Testing (CBT) can enhance the quality of cognitive assessment procedures based on literacy and improve learning evaluations for students at Islamic Elementary School. This study adopted a qualitative case study design and was conducted at Islamic Elementary School Al Wathoniyah 10 East Jakarta in the second semester of the 2023/2024 academic year. The researcher used interviews, observations, and documentation as data collection methods. The findings of this research show that literacy-based cognitive assessment using CBT can optimize the quality of learning evaluation. Teachers and students are accustomed to using information and communication technology devices in learning activities. There are five stages of the procedure in literacy-based cognitive assessment using CBT to optimize the quality of learning evaluation, including the planning stage, item question development stage, validation stage, implementation stage, and evaluation stage. The investigative conducting procedure truly optimizes the quality of learning evaluation. Islamic Elementary School Al Wathoniyah 10 utilizes CBT, which has literacy-based characteristics. CBT used in learning evaluation is equipped with meaningful stimuli and various forms of questions. The questions in CBT are made as similar as possible to the national assessment questions. The educational report results in the 2023 national assessment, especially in the cognitive domain, have shown improvement. The literacy and numeracy skills of students at Islamic Elementary School Al Wathoniyah 10 have achieved good and moderate results. Both have obtained top rankings nationally.

Strengthening vaccination assessment at a southern oncology center: A quality improvement endeavor.

322 Background: The 2013 revision of the Standards for Adult Immunization Practice by the National Vaccine Advisory Committee (NVAC) mandated healthcare professionals to evaluate and ensure adult patients' immunization. Additionally, the 2024 recommendations from the American Society of Clinical Oncology (ASCO) stressed the importance of determining vaccination status of adults newly diagnosed with cancer, to safeguard against vaccine-preventable diseases. Our 2022-2023 cumulative assessment rate for flu vaccination was 64%, and COVID-19 vaccination status was not being assessed in the electronic medical record (EMR). This prevented us from identifying patients who would benefit from vaccination. Methods: A quality improvement initiative was initiated at Norton Cancer Institute – Downtown Office, focusing on enhancing vaccination assessment. Launching in October 2024, the initiative targeted flu and COVID-19 vaccination assessment, with updates to flu assessment questions and the implementation of a COVID-19 assessment flowsheet in the EMR. Best practice advisories (BPAs) were employed to prompt nurse clinicians and providers to order vaccines based on patient responses. Staff compliance was reinforced through tailored training sessions for medical assistants responsible for initial patient assessments, with an emphasis on reconciling external records to improve assessment accuracy. A de-identified data set was created to analyze workflow compliance, the data was abstracted from the relational databases of our institution's EMR system. Abstraction queries were written in SQL using the Microsoft SQL Server Management Studio platform. Results: Following the implementation of the initiative, there was an increase in vaccination assessment completion rates for both Flu and Covid-19. Flu assessment rates improved from 64% at the end of the 2022-2023 flu season to 76% during the 2023-2024 flu season. The implementation of Covid-19 Vaccination assessment workflow also resulted in increased assessment rates each month of the initiative, starting in October with initial rate of 36% and ending in March with 67% cumulative assessment rate. Conclusions: The targeted intervention increased vaccination assessment practices within the oncology setting; by improving clinical workflow to better align with NVAC guidelines and ASCO recommendations for assessment of vaccination status. By Improving vaccination assessment processes our hope is to improve rates of vaccination for oncology patients.

Analysis of the perenniality of the 2022 revised elementary English curriculum: Focusing on online formative assessment questions

Analysis of the perenniality of the 2022 revised elementary English curriculum: Focusing on online formative assessment questions

The spatiality of geography assessment questions: a case study of selected South African universities

ABSTRACT Spatial thinking is an essential skill for geographers and can be taught and learnt at any age. Spatial thinking should, therefore, form part of the Geography curriculum at every study level. An initial desktop study by the authors has indicated that the inclusion of spatial thinking in the undergraduate Geography curriculum at South African universities needs improvement. Up to now, published research papers have focused mostly on questions on spatiality included in Geography textbooks at the school and tertiary levels. None of these papers focused on the spatiality of assessment questions. This research aims to assess the spatiality of questions posed in formative and summative assessments of undergraduate geography modules at six selected South African universities. The taxonomy of spatial thinking was used to determine the spatiality of 2864 formative and summative assessment questions used at the first, second and third-year levels at six selected South African universities. The results indicate that the assessment questions, generally, do not reach a desirable level of spatiality and will, therefore, contribute towards developing students’ spatial thinking skills only in a limited way. Based on the results, recommendations are supplied to improve the spatiality of undergraduate Geography assessment questions using the taxonomy of spatial thinking.

Development of the National Prehospital Pediatric Readiness Project assessment

AbstractIntroductionIn the United States (US), the quality of care provided to children during emergencies is highly variable. Following implementation of the National Pediatric Readiness Project (NPRP), inclusive of two national online assessments of Emergency Departments (EDs), national organizations involved in Emergency Medical Services (EMS) systems convened to launch the Prehospital Pediatric Readiness Project (PPRP). The PPRP seeks to ensure high‐quality pediatric prehospital emergency care for all children. One of the first priorities of PPRP is to assess the current level of pediatric readiness in EMS systems. The development of the first comprehensive national assessment of pediatric readiness in EMS systems is described.MethodsThe 2020 joint policy statement, “Pediatric Readiness in Emergency Medical Services Systems” and the associated prehospital pediatric readiness checklist served as the foundation for the PPRP assessment. Assessment questions and scoring algorithm were developed using a modified Delphi process. The PPRP Assessment was converted into an online format comprising a website (EMSpedsReady.org), the online assessment, a personalized gap report, and non‐public Tableau data‐monitoring dashboards. A directory of all eligible EMS agencies in the United Staters was created to track participation. A diverse cohort of 15 EMS agencies piloted of the assessment questions and the online version of the assessment. Feedback from the pilot was integrated.ConclusionThe inaugural PPRP Assessment was open access May through July 2024, and the results will be used to guide future PPRP efforts.

Knowledge, Attitude, and Practice of Nursing Staff Toward Patients Who Attempted Suicide at Tertiary Care Hospital of Central Gujarat, India

Background: Looking at the alarming increase in the incidence of attempted suicide worldwide, having adequate expertise in managing people with attempted suicide is imperative. Therefore, healthcare professionals, specifically nurses, must be provided training exclusively on managing patients with attempted suicide and preventing suicide in the near and distant future. Nursing staff play a major role as a point of first contact for suicide survivors, and therefore, it is of utmost importance that they are adequately trained and knowledgeable in this area. To understand their knowledge, the authors decided to do this study to measure knowledge, attitude, and practice (KAP) among nurses in suicide survivors. Aim: The aim of this article was to study the KAP of nursing staff toward patients with suicide attempts. Methods: A hospital-based cross-sectional, quantitative study was conducted among nursing staff. All nurses ( n = 300) were approached in small groups between July and November 2023 via a convenient sampling. Written informed consent from participants was taken. The semi-structured questionnaire included sociodemographic details, their professional experience, their training and experience in managing suicidal patients, and KAP questions. The KAP questions were on patients with suicide attempts and were derived from the suicide knowledge and skill questionnaire (SKSQ), suicide attitude questionnaire, and practice guidelines of the American Psychiatric Nurses Association. Data was analyzed by using MS Excel version 6.2.14. Result: In this study, a total of 200 nursing staff participated. The majority were female (80%), with a mean age of 37 years and a mean professional experience of 12 years. Out of all participants, 68% had experience managing patients with suicide attempts, but only 27% of them were trained in suicide prevention. The mean score of knowledge and attitude among study participants were 65.25/100 and 3.24/5, respectively. Nursing staff had higher scores in questions of suicide risk assessment and statements related to attitudes like “they deserve respect in society.” In practice assessment, more than 80 % of nurses were keenly observant, empathetic, and nonstigmatized for hospitalized patients of suicide attempts. The nurses took measures like restricting access to harmful objects (medicines, sharp objects) and giving medicines under supervision. Conclusion: The nursing staff had adequate knowledge, a nonstigmatized attitude, and appropriate clinical practices toward patients with suicide attempts, but they lacked formal training. So, hands-on training for suicide management at regular intervals is the need of the hour.

Geoheritage Interpretation Panels in UNESCO Global Geoparks: Recommendations and Assessment

Aspects of geoheritage have interested the general public for centuries. Since the global growth of geotourism and geoparks, the importance of geoheritage has become more evident, especially from the perspective of the development of (geo)tourism. From the perspective of sustainability, effective geoheritage presentation via geointerpretation and geoeducation is crucial. One of the most common and effective ways of presenting specific information in the field is an interpretive panel. This paper presents an assessment of geoheritage interpretation on interpretive panels in 11 UNESCO Global Geoparks. The proposed assessment methodology consists of six categories which include 39 assessment questions in total. The results show that the strongest feature of the evaluated panels is simplicity and clarity without losing scientific meaning, while minimal or no attention is paid to features increasing visitor’s enjoyment (e.g., questions or activities) and sustainability and conservation aspects. The approach presented in this paper may contribute to discussion and research in effective geoheritage interpretation for general public, fostering sustainable geotourism development and geoheritage management, use and protection.

Adult obstetricians and gynecologists lack knowledge of anorectal malformations – a call for action: Gynecologists lack knowledge of anorectal malformations

ObjectivePatients with anorectal malformations (ARMs) may have concurrent gynecologic abnormalities. As patients grow, they typically transition from pediatric subspeciality care and seek adult OB/GYN related services. We aimed to assess adult OB/GYN physicians’ knowledge, competency, and comfort meeting the sexual and reproductive health care needs of patients with ARM. MethodsWe performed a cross-sectional observational survey-based study of graduates from a single academic OB/GYN residency program from 2013-2022. Physicians were surveyed on experience, comfort, and challenges caring for patients with ARMs and given a knowledge assessment. Descriptive and comparative statistics between those who did and did not complete a pediatric and adolescent gynecology (PAG) rotation were generated. ResultsThere were 59 respondents (53.6%). Fewer than half (39.0%) report caring for a patient with ARM, an appendicovesicostomy (12.3%) or an appendicostomy (5.4%). Most felt uncomfortable (80.4%) or felt they lacked competence caring for these patients (81.8%). The majority (64.3%) felt ARMs should be discussed in residency. Only one physician (1.7%) answered all questions in the knowledge assessment correctly; 33.9% did not answer any question correctly. On subgroup analysis, more physicians completing a PAG rotation recalled learning about ARMs (83.3 vs 51.9%, p=0.03); however, there were no differences in experience, comfort, competence, or willingness to learn. ConclusionOB/GYN providers report lack of knowledge and comfort in caring for patients with ARMs. Development of a standardized OB/GYN residency curriculum and education for practicing OB/GYN physicians is necessary to allow access to knowledgeable sexual and reproductive health for this patient population.

Performance of trauma-trained large language models on surgical assessment questions: A new approach in resource identification

BackgroundLarge language models have successfully navigated simulated medical board examination questions. However, whether and how language models can be used in surgical education is less understood. Our study evaluates the efficacy of domain-specific large language models in curating study materials for surgical board style questions. MethodsWe developed EAST-GPT and ACS-GPT, custom large language models with domain-specific knowledge from published guidelines from the Eastern Association of the Surgery of Trauma and the American College of Surgeons Trauma Quality Programs. EAST-GPT, ACS-GPT, and an untrained GPT-4 performance were assessed trauma-related questions from Surgical Education and Self-Assessment Program (18th edition). Large language models were asked to choose answers and provide answer rationales. Rationales were assessed against an educational framework with 5 domains: accuracy, relevance, comprehensiveness, evidence-base, and clarity. ResultsNinety guidelines trained EAST-GPT and 10 trained ACS-GPT. All large language models were tested on 62 trauma questions. EAST-GPT correctly answered 76%, whereas ACS-GPT answered 68% correctly. Both models outperformed ChatGPT-4 (P < .05), which answered 45% correctly. For reasoning, EAST-GPT achieved the gratest mean scores across all 5 educational framework metrics. ACS-GPT scored lower than ChatGPT-4 in comprehensiveness and evidence-base; however, these differences were not statistically significant. ConclusionOur study presents a novel methodology in identifying test-preparation resources by training a large language model to answer board-style multiple choice questions. Both trained models outperformed ChatGPT-4, demonstrating its answers were accurate, relevant, and evidence-based. Potential implications of such AI integration into surgical education must be explored.

Comparison of End-of-Theme Assessment Questions of Turkish as a Foreign Language Teaching Books According to the Revised Bloom's Taxonomy

Comparison of End-of-Theme Assessment Questions of Turkish as a Foreign Language Teaching Books According to the Revised Bloom's Taxonomy

Acceptability of sexual history questions in a gender-neutral risk assessment for blood donation.

Currently in Australia, men are deferred from donating blood if they have had sex with another man within the past 3 months. However, a proposed gender-neutral assessment (GNA) process will ask all donors questions about sex with new or multiple recent partners, with deferral based on responses to a question about anal sex. Understanding the acceptability of such questions among existing and potential blood donors is paramount for successful implementation of GNA. We used data from a nationally representative survey to estimate the levels of comfort with the proposed GNA questions among the Australian population and subgroups, defined by self-reported ethnicity and religion. Respondents were aged over 18 and living in Australia. Results were weighted to represent the population. Most of the 5178 respondents described themselves as comfortable with answering questions about new partners (73.1%) or anal sex (64.0%) to donate blood. However, 2.2% and 4.5% indicated that questions about new sex partners and anal sex, respectively, would stop them from donating, and 4.4% and 7.7% respectively, said they were "completely uncomfortable." By religion, the least comfortable were Muslim or Eastern Orthodox respondents, and by country of birth, the least comfortable were those born in the Middle East, followed by those born in Southern Europe and Asia. GNA appears to be broadly acceptable in the Australian context, but our findings suggest that key GNA questions are less acceptable in some population subgroups, indicating a need for targeted campaigns that consider cultural sensitivities.

Analysis of higher order thinking skills and lower thinking skill items in summative evaluation of Akidah-Akhlak learning

This research explores the implementation of summative evaluation in Islamic Religious Education (Akidah Akhlak) subjects at SMP Muhammadiyah 4 Yogyakarta, with a focus on implementing Higher Order Thinking Skills (HOTS). Summative evaluation is considered very important in measuring the achievement of the Islamic Religious Education program. High-level critical and creative thinking skills (HOTS) are considered important in solving everyday problems, especially in the era of globalization. This research uses a qualitative descriptive method with document content analysis, especially the final semester assessment questions for Aqidah Akhlak class VII made by the Regional Leadership of Muhammadiyah (PWM) DIY. The findings show that of the 12 final semester assessment questions, 6 questions (15%) meet the HOTS criteria, while 28 questions (70%) fall into the low-level thinking ability (LOTS) category. In addition, 6 items (15%) did not have a correct answer among the available options. These findings underscore the need to increase the integration of HOTS in designing summative evaluation questions for Islamic Religious Education (PAI). This research aims to describe and collect information about the implementation of summative evaluations and assess the results at SMP Muhammadiyah 4 Yogyakarta. Effective summative evaluation is expected to make a significant contribution to improving the quality of Islamic education at the secondary level.

Framing our Expectations: Variability in Entrustable Professional Activity Assessments

To determine the ability of surgical trainees and faculty to correctly interpret entrustability of a resident learner in a modeled patient care scenario. Prospective study utilizing a web-based survey including 4 previously-recorded short videos of resident learners targeted to specific levels of the American Board of Surgery's (ABS) Entrustment Scale. Respondents were asked to choose the entrustment level that best corresponded to their observations of the learner in the video. Responses were subcategorized by low and high entrustment. Online, utilizing the Qualtrics survey platform. Survey targeting US surgical trainees and surgical faculty via email and social media. We received 31 complete responses and 2 responses which completed > 1 video assessment question without demographic information (n = 33). Respondents included 10 trainees (32%) and 21 attending surgeons (68%). Neither faculty nor trainees readily identified the targeted entrustment level for Question 1 (preoperative care of a patient with acute appendicitis with high entrustment, 36% correct), though evaluations of the remaining questions (2 through 4) demonstrated more accuracy (70, 84, and 75% correct, respectively). Faculty were more readily able than trainees to identify low entrustment (level Limited Participation) in intraoperative inguinal hernia repair (95% vs 60%, p = 0.03). After subcategorization to high and low entrustment, both residents and faculty were able to accurately identify entrustment 95% overall. Both trainees and attending surgeons were able to identify high- and low-performing residents on short video demonstrations using the ABS EPA entrustment scale. This provides additional evidence in support of the need for frequent observations of EPAs to account for the variability in raters' perceptions in addition to complexity of clinical scenarios. Frame-of-reference training via a video-based platform may also be beneficial for both residents and faculty as an ongoing EPA implementation strategy.