This study reviews various assessment and evaluation models, used in Kenya's colleges, for determining teachers' competency and discusses techniques and strategies for improving supervision, assessment, and evaluation of student teachers during their teaching practice. Various ways to improve the handling of teaching methodology in college are also mentioned. Chapter 1 provides a general introduction by stating study objectives; defining key terms; providing a general bakcground; discussing study limitations, obstacles, and the nature and order of the presentation; and proposing the hypothesis. Chapter 2 reviews existing literature on the subject of evaluation and draws some general conclusions. Chapter 3 discusses the study's conceptual framework and methodology and describes research tools and field work undertaken. Chapter 4 presents and analyzes the study's findings in great detail and offers conclusions based on those findings. Multiple assessment instruments, a bibliography, and a glossary are appended. (JMK)