The goal of this monograph is to explain the evaluation program designed by Schaumburg Community Consolidated District 54, Schaumberg, Illinois. It discusses the process used in the development of the model, the product, the implication for classroom teachers and the effects of using an evaluation to assess science process skills. The process skills used are defined and related to sample questions in the Schaumburg testing model. Appendices include sample questions from paper-and-pencil fourth and sixth grade content/process instruments, sample questions from paper-and-pencil attitude tests used in fourth, fifth, and sixth grades, and a sample fifth grade hands-on evaluation test. The stages of the change process in the school system is highlighted. The paper concludes that student attainment of process skills tends to be nebulous and unrelated to academics. (CW)