The social, political, and academic ramifications of the educational reform movement of the 1980s have led to an increased emphasis on testing of teach ers. The authors present an assessment model for a preservice teacher educa tion program that is developmental, al lows for skills' enhancement, involves both arts and science and education fac ulty review, and includes several strategies for assessment other than standardized paper-and-pencil tests. The model is longitudinal, many fa ceted, and capable of providing indi cators of needed programmatic change. After the assumptions underlying the model are presented, the sequence of assessments as implemented are de scribed.
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