Miranda, Jessica L. W.2017-11-212017-11-212017-11-20http://hdl.handle.net/10125/49728The use of surveys of current students and program completers in order to evaluate the outcomes and effectiveness of programs is a well-established practice in teacher education. In 2016, the Council for the Accreditation of Educator Preparation (CAEP) began specifying criteria requirements for survey instruments, including the number of response options in scales, developed by teacher preparation programs seeking accreditation. In response to these new CAEP specifications, the researcher at the College of Education (COE), University of Hawaiʻi at Mānoa, revised the COE program completer survey items from a bipolar agreement 5-point scale to a unipolar preparedness 4-point scale. This study aimed to address the issue of accreditation mandated survey scale specifications and provide evidence addressing the justification for such mandates.1en-USCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Accreditation (Education)Psychometric AnalysisSurvey ResearchTeacher EducationAccreditationTeacher educationPresentation