The social, political, and academic ramifications of the educational reform movement of the 1980s have led to an increased emphasis on testing of teachers. The authors present an assessment model for a preservice teacher education program that is developmental, allows for skills' enhancement, involves both arts and science and education faculty review, and includes several strategies for assessment other than standardized paper-and-pencil tests. The model is longitudinal, many faceted, and capable of providing indicators of needed programmatic change. After the assumptions underlying the model are presented, the sequence of assessments as implemented are described.