Abstract
NCATE (2002) requires the measurement of knowledge, skills, and dispositions as part of its accreditation requirements for teacher education programs (Standard 1) and the use of unit assessment systems to aggregate and analyse data with a view toward program improvement (Standard 2). Data must indicate that candidates meet professional, state, and institutional standards. Institutions nationally are struggling with meeting these two standards. The problem is simple and twofold. The obvious problem is that many college faculties prefer not to think about measurement issues. The other problem is related to planning. Without the benefit of an initial plan purposes do not stand together in a useful way. So, the problems we face are: (a) assessment anxiety and illiteracy and (b) poor initial planning. The good news, though, is that both are relatively easy to resolve. Start with the second, and you will move more easily to the first. This paper will help you do that. (Contains 6 figures.)