This chapter examines whether commonality can be found across different institutions' approaches to assessment in language teacher education, and whether elements of individuality in these unique settings can be incorporated into a common framework, which can then be used as a model to be adapted to suit each partner's needs and requirements. Together with the University of Karlsruhe in Germany (PHKA), the authors explored each of the existing assessment frameworks already used to evaluate projects they were aware of, and those used on a national or Europe-wide scale to assess skills such as information communication technology competence and language proficiency. [For the complete volume, "Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education," see ED624249.]