This presentation is rooted in several years of multidimensional research into the behavior of teacher and pupils; that is, more than a single technique is used simultaneously, each assessing a different dimension of the interaction. One promising outcome of findings is the possibility of measuring pupil growth by means of observational systems. Not only does this technique reduce the amount of reliance placed on paper-pencil instruments, but is far more descriptive since it assesses pupil behavior (growth) during the learning process, over a longer duration of time, and at several subsequent intervals rather than during a single assessment. Furthermore, the notion of systematic observation tends to open up the parameters of growth measurement. Pupils can be observed/assessed as they behave and interact in a natural, relatively threat-free situation. Finally, techniques of this sort complement the spirit of self-evaluation and self-improvement as they relate to teacher competence and accountability, since the teacher is given "handles" for controlling his behavior. (Author)