Redefining assessment of preservice teachers: Standards‐based exit portfolios

Abstract

Abstract This article discusses how changes in Indiana State licensure have affected an elementary education department at a mid‐sized state university. The specific major points of the paper are (a) the change to performance‐based standards and assessment; (b) performance assessment using an exit portfolio; and (c) what has been learned. The goal is to bring our program in line with the new Interstate New Teacher Assessment and Support Consortium standards and create a performance‐based system including an exit portfolio that will strengthen new teachers’ abilities to teach. Faculty and student reactions to the use of the exit portfolio and findings to date are discussed.