The pressure for accountability in higher education is extremely high. Some advocate accountability systems that use standardised measures of student learning and non?cognitive outcomes; others argue that locally developed measures provide a better fit with the unique mission of institutions. We first describe a general ?proof of possibility? accountability model for initial teacher education that relies upon locally developed, programme?specific assessments. We then illustrate how such a model may respond to claims made by an institution, demonstrate student learning, and inform programmatic changes.
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