Purpose
Clinical evaluation forms assess medical student performance during clerkships, but inconsistent tools may undermine the reliability, validity, and comparability of assessments. To address these challenges, we revised our forms to standardize, align with learning objectives, and improve assessment effectiveness.

Methods
A team comprising clerkship faculty, administrators, and staff from the Offices of Academic Affairs and Evaluation and Assessment, systematically reviewed clinical evaluation forms across all core clerkships. The questions for all clerkships were mapped to the recently released Foundational Competencies for UME, its sub-competencies, and our Medical Education Program Objectives to identify gaps and under-representation of specific competencies or sub-competencies across clerkships. To improve assessment clarity and consistency, the forms were revised to include a standardized set of 10 questions, each rated on a 4-point Likert scale. Furthermore, the ""I do not have enough information"" option was removed to prompt evaluators to make deliberate judgments based on the available information.

Results
We identified an underrepresentation of question items assessing system-based practice and practice-based learning and improvement. The revised evaluation forms ensure greater internal consistency by assessing the entire spectrum of specific sub-competencies across clerkships, which improves the ability to aggregate detailed student performance data. Aligning evaluation questions with course objectives and Foundational Competencies supports Competency-Based assessment, fosters meaningful feedback, and aids students in their professional development. Removal of the 'I do not have enough information' option encourages thoughtful engagement by evaluators and provides richer data for analysis.

Conclusion
The intentional revision of clinical evaluation forms across clerkships aims to standardize assessment practices, align with educational goals, and improve performance data reliability. Our process initiated an important dialogue between clerkship directors and other key stakeholders about the relevance and appropriateness of specific evaluation questions for their respective specialties. Future efforts will evaluate the impact of these changes on student outcomes and faculty feedback to ensure continuous improvement in assessment practices.