Aims: To improve assessment by encouraging student involvement, increase the efficiency of returns and investigate students’ professionalism. Summary of work: Previously on completion of each 10 clinical attachments in year 4/5, supervisors complete a written record of the students’ assessment (~5000/year) consisting of 10 parameters and an overall mark. An electronic system was generated to facilitate transfer of data from supervisors to the Medical School, which was also made available to students to log their own record. This program identified discrepancies between staff and student returns, which are reviewed by faculty staff. Summary of results: Previously, 73% of returns arrived within two weeks, which improved to 92% & 99% from supervisors and students respectively, by using electronic transfer. In twelve months nine students failed to reach the required overall assessment standard. In each, rapid identification was facilitated by returns from student, staff or both. Some parameters and descriptors were inappropriate leading to form redesign, and some discrepancies (<2%) resulted from inaccurate form filling which training should correct. Conclusion: Efficiency of assessment can be improved by involving students and the increase in awareness leads to a further improvement. Students are honest in returning agreed overall marks and a modified assessment process has been developed following the study.