Date of this Version
Published inThe Teacher Educator, 48:257–275, 2013
Our intention in this article is to present one institution’s efforts to take on program assessment and respond to calls for accountability. To do so, the teacher education program simultaneously sought to address the narrowly defined measures called for by policy makers and politicians, while at the same time broadening and expanding outcomes (such as student learning) and the missions, themes, and values of the teacher education program. The following describes the accountability movement in teacher education and then offers the lessons learned within one program developing a system of assessment within teacher education.