Describes the restructured secondary-teacher-education program at Northern Arizona University, highlighting the development of student evaluation by exhibition. Describes students' final exhibition, which includes a visual display of artifacts, videotaped teaching episode, oral presentation of an ideal classroom, and question-and-answer session.…

Surveyed preservice elementary teachers regarding their perceptions of the impact of portfolios on professional development and the transition from school to work. Results indicated that the process promoted reflective practice, increased self-confidence, prepared respondents for the job search, and heightened awareness of professional standards.…

A model is proposed for gathering information about staff development efforts conducted by schools of education. The model can be used to evaluate staff development undertakings, report significant data, and help other institutions design comparable programs. (PP)

Discusses the development of digital portfolios as part of one university's authentic preservice teacher assessment. Grant money funded a pilot program that facilitated the development of performance outcomes based on NCATE standards for teacher candidates, revealed implementation issues, directed the construction of scoring rubrics, and guided…

In preservice teacher education programs, writing competence as an admission or exit requirement is essential because teachers communicate with multiple audiences, they are role models, and they must be lifelong learners. The article describes the background and rationale for a holistically scored writing examination in a teacher education…

Based on their successful experience, the Auburn University at Montgomery offers guidelines to be used when applying for accreditation from the National Council for Accreditation of Teacher Education. These recommendations offer insight into making appropriate committee assignments, completing the self-study, writing the institutional report, and…

Chronicles the Providence College Elementary/Special Education Program's move from one which relied upon input measures to evaluate student teachers to one focusing on output measures (performance in coursework and the classroom). The paper describes steps taken to implement standards and their measured attainment into college coursework and…

There is a need for better evaluation of teacher education programs. This article spotlights the need for a conceptual model which can serve as a framework for the evaluation of teacher education programs and provide the basis for collaboration among institutions engaged in these efforts. (JD)

Performance-based assessment will have little impact unless it is part of a coherent process of teacher development. Success requires local ownership and identification. Using the experiences of faculty at Alverno College (Wisconsin), this paper addresses essential aspects of coherent, performance-based programs (clarity of outcomes, coherence of…

In response to a recent shift toward informal measures of teaching/assessment in reading education, this study investigated types of assessments and instructional strategies being taught in teacher education programs in five midwestern states. Surveys of reading education professors at state universities indicated that direct, informed assessment…

A team of teacher educators, preservice teachers, and host teachers collaborated to develop and pilot a performance-based assessment model involving multimedia portfolios for evaluating student teachers' and P-12 students' learning. Analysis of this model's effectiveness indicated that the process approach helped document preservice program…

Describes how conceptual frameworks, portfolio assessment, and faculty mentoring were used to transition a teacher preparation program to a standards-based approach, explaining that standards-based teacher education and authentic assessments have the potential to greatly change teacher preparation programs, though there must be ways to ensure that…

Investigated the effectiveness of an alternative evaluation of student teachers participating in group work, examining the evaluation's impact on student development. Data from a general information sheet, student surveys following the alternative evaluation, and student interviews indicated that the evaluation displayed positive results and…

This study examined preservice teachers' perspectives of a required portfolio construction and review in one course. Interviews, surveys, reflective statements, and videotapes indicated that students initially questioned it, but after review with faculty and peers, they valued what they learned about their own knowledge of content, teaching and…

Describes how the teacher education paradigm of the facilitating reflective educator was adopted to encourage development of reflective practitioners. Professional portfolios were incorporated into the preservice program as an admission requirement for student internships. The rationale behind portfolio usage, implementation and continuance of the…