A model is presented for including student outcome measures on teacher evaluation systems when there are needs for both formative and summative evaluation data. The experiences of Kentucky and Georgia provided bases for the development of the dual purpose assessment model. Pilot tests in Kentucky and Georgia were specific to the top-down accountability legislation that drove them, but the demands for bottom-up outcome information that could be used for local improvement provided lessons that contributed to model development. The nine-step teacher productivity appraisal process used in Georgia is outlined. The model calls for measures that can defensibly hold teachers accountable to the public and to policy-making groups for particular student achievements. The model also calls for measures that can defensibly hold teachers accountable to themselves, their students, and parents for providing appropriate instruction. The model is based on a broad definition of student achievement to include a variety of cognitive and non-cognitive outcomes. Figure 1 illustrates specific and general outcomes. Figure 2 is a flowchart of the dual-purpose evaluation model. (SLD)