EA-3302 Student Assessment

1.0 Purpose

This policy establishes the institutional system for assessing medical student performance across all phases of the VTCSOM MD Program. It ensures alignment with LCME standards, Educational Program Objectives (EPOs), and the school’s mission to prepare patient-centered physicians who can meet the needs of diverse populations. All students and faculty are responsible for understanding and adhering to the assessment standards outlined in this policy.

2.0 Policy

Assessment Centralization and Framework

VTCSOM evaluates student performance using a centralized criterion-referenced, competency-based framework aligned with institutional EPOs and phase-appropriate learning objectives. Assessment occurs longitudinally across all curricular phases and incorporates multiple, complementary methods, including written examinations, performance-based assessments, faculty evaluations, workplace-based assessments, narrative feedback, and milestone-based evaluations.

Assessment Standards and Governance

All high-stakes assessments must be developed and maintained using institutionally approved quality standards, including assessment blueprinting, peer review, standard-setting procedures, and appropriate security practices (see Student Assessment Procedures Document). Assessment data, including equity and performance trend analyses, are reviewed regularly by the Phase Integration Committees and the Medical Curriculum Committee (MCC) to support continuous quality improvement.

Formative Feedback

Each course and clerkship must provide at least one documented formative feedback checkpoint before the midpoint of the learning experience. Feedback may be written or verbal but must be recorded in the designated system. Course and clerkship directors are responsible for ensuring timely, actionable feedback that supports learner improvement prior to final assessment (see Policy No. EA-3304, Formative Assessment and Feedback Policy).

Oversight and Roles

In collaboration with the Office of Educational Affairs, the Associate Dean for Assessment and Evaluation provides operational and strategic oversight of the assessment system. Course and clerkship directors must implement approved assessment plans, apply grading policies consistently, and submit grades within institutional timelines. Assessment methods and grade calculations must align with the published syllabus and approved models. The Office of the Registrar maintains the official academic record (see Student Assessment Procedures Document)

Grading Framework

Assessment plans (assessments, dates, weights, standards and other relevant information) are published in course and clerkship syllabi and in the Canvas courses and remain consistent throughout the duration of the learning experience. Final grades are determined based on performance across multiple assessment components and applied in accordance with Medical Curriculum Committee (MCC)–approved assessment plans. Grades are submitted and released to students within institutional timelines, with final grades required to be posted within six weeks of course completion (see Student Assessment Procedures Document). Adherence to grading timelines is routinely monitored. Transcript notations (including Satisfactory, Unsatisfactory, Incomplete, and Withdrawn) are assigned in accordance with institutional policy.

Learning Plans, Remediation and Academic Standing

Students who do not meet performance thresholds specified in a syllabus during a course or clerkship may be required to complete a mandatory learning plan as part of within-course academic support (see Student Assessment Procedures). Mandatory learning plans are intended to address identified gaps in knowledge, skills, or behaviors during the course and do not constitute formal remediation, do not affect course grades or transcript notation, and are not, in isolation, grounds for adverse academic action. Failure to complete a required mandatory learning plan is considered a professional responsibility concern and is reported to the Medical Student Performance and Promotion Committee (MSPPC) as a data point for holistic review of student progress.

Students who do not meet course-level remediation thresholds at the conclusion of a course are subject to formal academic remediation in accordance with institutional remediation policies (see Student Assessment Procedures). Formal remediation provides an opportunity to demonstrate required competencies and may carry implications for course completion, progression, and academic standing. Failure to meet formal remediation requirements, recurrent academic difficulties, or performance patterns inconsistent with progression expectations may result in referral to the MSPPC for review and determination of appropriate action in accordance with MSPPC policy.

Conflict of Interest Expectations

All assessment activities are subject to the VTCSOM Faculty Conflict of Interest and Commitment Policy (Policy No. FA-5010). Faculty and students must disclose any potential conflicts of interest before participating in assessment activities. Individuals with identified conflicts must be recused from the relevant assessment processes as outlined in the VTCSOM Recusal Policy (Policy No. FA-5015). Concerns related to professionalism, bias, or compromised assessment integrity are addressed through established institutional procedures.

USMLE and External Exams

Students must complete required USMLE Step examinations (see Policy No. EA-3301, VTCSOM Advancement and Graduation policy). Failure to meet established timelines may affect academic standing or result in referral to the MSPPC. Performance on external examinations is monitored to ensure readiness for advancement and graduation.

3.0 Procedures

Detailed operational procedures, including assessment development, delivery, feedback workflows, grade calculation, remediation processes, and MSPPC referral criteria, are maintained in the VTCSOM Student Assessment Procedures Manual.

4.0 References

• LCME Standard 9: Assessment of Student Learning 
• VTCSOM Education Program Objectives
• VTCSOM Faculty Conflict of Interest and Commitment Policy FA-5010
• VTCSOM Policy on Educational Conflicts of Interest and Recusal FA-5015
• VTCSOM Academic Grievance EA-3312
• VTCSOM Medical Student Performance and Promotion Committee SA-4301
• VTCSOM Student Assessment - Procedures EA-3302A
• VTCSOM Formative Assessment and Feedback Policy EA-3304
• VTCSOM Medical Student Narrative Assessment Policy EA-3303
• Advancement and Graduation Policy EA-3301
• Office of Educational Affairs
• Associate Dean for Assessment and Evaluation 

5.0 Approval and Revision

Approved by the Medical Curriculum Committee on January 22, 2026