This paper documents the development of an authentic assessment evaluation process at Ohio's Wright State University (WSU), examining authentic assessment efforts related to PRAXIS III/Pathwise Assessment, which is being piloted by the Ohio Department of Education as the model for teacher licensure. Portfolios receive major attention during WSU's introductory education coursework, methods courses, and student teaching (when students complete a portfolio product that demonstrates competency in achieving teacher education objectives, passing the National Teacher Exam, and fulfilling intern teaching requirements). Portfolio assessment is also used in a course, The Teacher in School and Society, during the last semester. Students participate in mentoring partnerships and early field experiences. In 1995, faculty initiated a portfolio process that involved Professional Educators Program (PEP) interns in developing electronic portfolios for documenting professional skills, using PRAXIS domains/criteria as the model. PRAXIS emphasized organizing content knowledge for student learning, creating environments for student learning, teaching for student learning, and teacher professionalism. PEP students were introduced to portfolios, which they had to complete and present upon entry to PEP. Throughout all programs of study, there was infusion of authentic assessment opportunities. Specific technologies used in WSU's program include videorecorders, personal computers, CD-ROM units, educational software, on-line services, videodisk players, an educational resource center, and the Internet. Seven appendixes offer a sample portfolio scoring template, the PRAXIS index, and information on organizing content knowledge for student learning, creating an environment for student learning, teaching for student learning, teacher professionalism, and Ohio licensure. (Contains 37 references.) (SM)