An accountability model for initial teacher education

Abstract

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. © 2010 Taylor & Francis.