This report describes the improvement of the University of Michigan Elementary Teacher Education program evaluation system through analysis of computerized longitudinal data generated by student self reports from 1977 to 1980. Students enrolled in the elementary certification program received a list of 96 instructional competencies and were given the opportunity to report on them in three dimensions: knowledge, demonstration, and confidence. They were asked to report their perceptions of their competencies at three points in time: before and after their methods-practicum and after student teaching. Cooperating teachers and university supervisors completed feedback forms for a reduced number of the competencies during and after each of two major field experiences. Provision was made on the report forms for assessment of the difficulty of achieving mastery in each competency. The competencies were in eight content areas: (1) planning; (2) establishing goals and objectives; (3) pupil evaluation; (4) using educational materials and equipment; (5) selecting and organizing classroom activities; (6) using teaching methods and strategies; (7) classroom management; and (8) providing pupil guidance and services. A description is given of the methods of establishing the validity of the competencies, and descriptive statistics are provided on the standardized mean scores for the three dimensions of instructional competency at the three points in time. A sample student report form is included as well as the form used by the supervising teachers. Following an analysis of the data obtained from this longitudinal study, the assessment instruments for the program were refined by revising some competency statements and by providing for more effective feedback to the students. (Authors/JD)