Assessment Policy in Teacher Education: Responding to the Personnel Implications of Language Policy Changes.

This paper examines the response made by the University of Calgary to changes in Alberta's language policy in its language teacher education programme. The paper outlines recent policy changes in Alberta aimed at developing language education in schools and then examines how such changes have had an impact on planning for the delivery' of education for language teachers at the University of Calgary. The University's response led to the development of a new assessment approach for selecting candidates for teacher education. [ABSTRACT FROM AUTHOR]