Abstract
This article discusses how changes in state licensure requirements have led to the successful implementation of a program wide assessment system in elementary education that determines teacher candidate performance competencies. Three major sections are included to describe the impetus and processes for such changes: (a) a description of the reform of a teacher licensure system; (b) an account of how faculty interpreted the new requirements for one elementary education program; (c) and an example of how one course was revised to include performance tasks aligned to standards. Reasons why this university has made significant progress are discussed.
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