Ideally, learners are given a clearly defined set of outcomes and criteria to achieve, and faculty use a myriad of methods to assess their abilities to facilitate learning and apply knowledge. Despite the pros and cons, the demand for accountability has had a profound impact on the American and Canadian teacher education scene. Many educators, students, parents, and employers across North America see that the idea of graduates demonstrating clearly what they know, what they can do with what they know, and how they consistently demonstrate competence makes good sense. Some educators have known this for years. Quality teacher education is a process, not a destination.
Processes have a purpose or a vision that drives their structures and the actions of members.
The knowledge structure, learning strategies, and thinking and problem solving, combined with the assimilative approach is more important then when and how they learn it. To ensure that this combination of student cognition and the assimilative approach happens, I pledge to equip all learners with the knowledge, skills, and orientations they need to build a foundation for success. I accept responsibility to implement quality programs and create an atmosphere in which students can flourish. My assessment is not a one-time event and achievement is not a fixed commodity that allows only a few to succeed. I continually assess student performance through such methods as visual observation, classroom assessment, and review of portfolios.