Assessment is often viewed as the final pillar of the triad of Curriculum, Instruction and Assessment providing feedback on the extent to which educational objectives have been achieved. When assessment is aligned with curriculum and instruction educators measure student progress accurately, reliably, and in a meaningful manner. Assessments that reflect the content that is covered provide a fair representation of a student's knowledge and skills. This tight alignment of curriculum, instruction and assessment is a ideal state not always achieved, particularly in medical training where the quantity of information is so vast. Often, assessments are not well aligned with either or both the standards and instruction, there is a tendency to look for the point of failure. All too often this begins with scrutiny of the students. While the students are inextricably connected to this educational lifecycle we have, utilizing an AI technology, identified that often a breakdown in student performance on an assessment is related to a disconnect elsewhere. The data from more than 30% of allopathic and osteopathic schools in the USA we have found a large number of instances where the standards are created and codified by one group, the instruction is provided by a second group and the assessments may be created by a third group. With the volume of content, the blend of medicine as both science and art, and humans relatively low fidelity in situations like this we must look first to the alignment of an assessment with both the standards and instruction. In this session we will review how Artificial Intelligence is used by US medical schools to align this triad of instructional elements for student success. We will review specific examples and explain how the AI acts like a reference librarian with unlimited memory to unify, data across assessment and instructional platforms. The Assessments become the true measure of the overall learning ecosystem at the medical schools