Abstract
Committed to the progressive tradition with its emphasis on learner-centered curriculum and learner-grounded assessment, faculty in the teacher education programs of the University of North Dakota and its affiliated Lake Agassiz Elementary School articulated program goals and implemented processes of portfolio assessment and group demonstrations of learning. These practices are evolving into assessment systems which are useful in drawing together appreciative audiences for student work, benchmarking student progress, and evaluating and reframing programs and the standards that inform them. The development of assessment processes which place primary value on student reflection has promoted student ownership of learning. The simultaneous development of parallel processes in a teacher education program and its professional development school has the potential to renew a powerful aspect of teaching practice.
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