A general model was built for assessing important complex educational goals. Literature on performance tests, process goals, and verbal protocols were critically examined. Advantages of these methodologies were incorporated into the model which was tested in an individualized mathematics inquiry laboratory which used whole-task approach. Five process goals were chosen to represent mathematics inquiry. Task analyses and observations determined criterion behaviors for each. Criteria were outlined for test items administered to children who were also observed in class. Additional validation studies are needed but some behaviors of this educationally important complex goal appeared to be tapped. Appendices include the detailed and categorized process goal of analysis and planning for the task, the problem situation itself, scoring key, a sample verbal protocol, the coding scheme used in observing the child's approach to the task, and a classification of strategies used. (Author/TA)