Body
Unit Policy
Title
Offices of Medical Student Education: Policy on Student Assessments
Introduction
Purpose
This Policy establishes the forms of assessment used to evaluate the achievement of required competencies across all Phases for individual students ("Students") in the University of North Carolina at Chapel Hill ("University") School of Medicine ("SOM") Medical Doctorate degree ("MD") program ("Program").
Scope
This Policy applies to Program evaluators, course/site directors and coordinators, and Offices of Medical Student Education staff. It also applies to members of the Education Committee and members of the three curriculum subcommittees ("Phase Committees") that represent the three (3) phases of the Program's curriculum ("Curriculum"): Foundation Phase, Application Phase and Individualization Phase.
Policy
Policy Statement
The Program defines objectives and competencies that represent the core knowledge, skills, behaviors, and attitudes all Students must achieve before graduation. The Program maintains Centralized Monitoring to ensure that Students meet all required Program objectives and competencies across each Phase of the Curriculum.
To evaluate Student achievement of Program objectives and competencies, the Program employs a variety of assessment methods, including both Formative and Summative Assessments. Assessment methods are intentionally aligned with each course's educational purpose and instructional design. Course directors select appropriate assessment methods which are subject to review and approval by the applicable Phase Committee and the Education Committee.
Student Assessment Methods
Student assessment methods within the Curriculum may include, but are not limited to:
- Clinical performance ratings,
- Institutionally developed quizzes and examinations,
- Clinical performance examinations,
- Oral and written examinations,
- Formative assessment and feedback,
- Licensure and standardized subject examinations,
- Narrative Assessment,
- Participation assessment,
- Peer assessment, or
- Self‑assessment.
Formative Feedback
Formative Feedback is provided to Students in a timely manner and no later than the midpoint of each course. Formative Feedback includes narrative comments from instructors and/or quantitative performance data, which are both recorded in the Program's evaluation system, One45. Students can access these comments via One45.
Narrative Assessment
Narrative Assessment is a required component of Student assessment when sustained faculty-Student interaction permits meaningful evaluation of Student performance and noncognitive achievement (e.g., interpersonal communication skills, professionalism, etc.). A faculty member must provide Students with Narrative Assessment on their performance in all courses that have fifteen (15) or fewer Students and meet four (4) or more times with the faculty member during the course. Additionally, Narrative Assessment is required in all required Application Phase and Individualization Phase clinical courses. Students can access narrative course comments and grades in One45.
Approval Process
The appropriate Phase Committee and the Education Committee review assessment methods and Narrative Assessment expectations as part of the annual course approval process to ensure consistency across the Curriculum and alignment with course design and educational objectives.
Definitions
Assessment: The systematic use of relevant methods to collect, analyze, and use information to determine whether a Student has met the objectives and acquired the competencies specified for that portion of the Curriculum.
Formative Assessment: Assessment for learning that provides feedback to help Students improve their knowledge, skills, or performance during the learning process.
Summative Assessment: Assessment of learning that evaluates whether a Student has achieved the required learning outcomes or competencies.
Centralized Monitoring: Tracking by institutional (e.g., decanal) level offices and/or committees (e.g., the curriculum committee) of desired and expected academic (e.g., clinical experiences) and organizational (e.g., faculty appointments) Program outcomes.
Formative Feedback: Specific, actionable information given during learning that helps a learner improve their performance before final evaluation.
Narrative Assessment: Written comments from faculty that assess Student performance and achievement in meeting specific objectives of a course or clerkship, such as professionalism or clinical reasoning.
Related Requirements
External Regulations
Unit Policies, Standards, and Procedures
Contact Information
Primary Contact
Name: Mary Hauser, Senior Director of Curricular Affairs
Email: mary_hauser@med.unc.edu
Publication Details
- Issuing Officer: Heather Tarantino, Associate Dean for Curricular Affairs
- Issuing Officer Email: heather_tarantino@med.unc.edu
- Effective Date: May 27, 2026
- Review Cycle: The Education Committee will review the Policy on an as-needed basis.
- Next Review Date: May 1, 2028