Education in contemporary society is no longer the selective enterprise for which a product evaluation approach is appropriate. Process evaluation, however, complements a new view of education--education offers all students opportunities for individual growth. A process approach focuses on what is understood. Focusing on learning activity and targeting behavior, it accounts for the interaction of knowledge, skills, and perceptions as they emerge in a learning process. Opponents of process evaluation believe it is in conflict with the structure of schools, but research does not support this idea. Process evaluation is also often thought to lack standards, but, in fact, its standards are grounded in cognitive psychology and the concepts of systems testing. A final argument against process evaluation has been that it conflicts with the traditional aims of education. Measurement, however, must evolve to suit today's education, which promises the development of individual skills. While many recognize the value of process evaluation, its application to large-scale programs will require sound research, collaboration between research and practice, the implementation of pilot programs, and national networking for information dissemination. (Contains 44 references.) (SLD)