622 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 30 DOI: 10.4018/978-1-5225-7305-0.ch030 ABSTRACT This chapter focuses on the process of implementing problem based assessment at the college/university level in teacher education. Past research points to an overemphasis on factual information, lecture, and paper and pencil tests in higher education. Performance based assessment is discussed as an alterna- tive and a measure that calls for students to demonstrate more active participation, critical thinking, and work that aligns more closely to what they will actually be engaged in in the feld of education after graduation. Particularly, a case study of one university’s path in the implementation of performance based assessment is highlighted. The process of implementing three specifc performance based assess- ments are considered as well as roadblocks, assets, and specifc methods found to be benefcial and/or challenging. INTRODUCTION As Dr. Moore finished grading the last exam in the large stack of papers before her, she took a mo- ment to reflect on the purpose or perhaps the futility of her efforts. She had data before her, didn’t she? Couldn’t she easily divide her class into stacks of high, middle, and low achievers and make sound data based judgments about their abilities from there? Or could she? Dr. Moore considered whether a series of multiple choice, true/false, and short answer questions could truly be representative of her teacher candidates’ performance in the dynamic and ever changing world of the elementary age classroom. Dr. Moore’s ponderings led to a larger discussion amongst peers about altering the manner of assessments One University’s Pathway to a Change in Practice Renee Moran East Tennessee State University, USA Karen Keith East Tennessee State University, USA Huili Hong East Tennessee State University, USA