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This chapter describes an evolving narrative inquiry into the use of formative sustainability assessments in teacher education for elementary and secondary level education. Framed within a postmodern approach to education, we describe the efficacy of using experiential, performative, discursive, graphic, and reflective assessments to bolster critical and creative holistic understandings.

Three basic programmed booklets from a series of biology topics were evaluated with "high performance" and "average" tenth grade biology students in a suburban high school. Programmed materials were used to begin the fall session. Individual and independent student activity was coordinated concurrently with small group-working units used for laboratory exercises. Both groups progressed satisfactorily with above average success associated directly with the student's ability to accept responsibility. All students showed progress in accepting responsibility. It also appeared that this approach provides a challenge to both groups tested and can be customized readily to be beneficial to most students with average ability.

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