Abstract
The affective domain (dispositions), as opposed to the cognitive domain (knowledge and skills or performance), in teacher education is not well assessed in most cases despite the requirement to do so in the national standards for educator preparation programs. Attention in teacher education is devoted almost exclusively to being “competent” over “caring.” In this chapter, an innovative approach composed of nine steps in assessing dispositions is presented. Examples from a 15-year research agenda testing a battery of assessments entitled “Dispositions Assessments Aligned with Teacher Standards” are provided. The accreditation requirement is detailed, along with each of the nine steps and five instruments used. Measurement properties are discussed from various previous studies. The approach is recommended for other professions in which human interaction between alumni and client is important. The repeated demonstration of persistent structural invariances points toward potentials for productively extending the SI.