The purpose of this presentation is to describe the Classroom Process Scale (CPS) and its usefulness for the assessment of teaching effectiveness. The CPS attempts to ameliorate weaknesses in existing classroom process measures by including a coding of student involvement in learning, objectives being pursued, and methods used to pursue attainment of the objectives. The CPS has been found to be a highly objective and valid indicator of the classroom process. The discussion focuses on the use of the CPS in current research studies. The authors conclude with a discussion of practical and theoretical uses of the CPS. (Authors)