Alternative perspectives and practices for describing and documenting teaching practice and student learning relevant to classroom reform are identified, and a framework is provided for characterizing these process-focused instruments and indicators. Diverse descriptors were used to locate documents describing instruments and procedures used to evaluate mathematics and science activities, teaching methods, and related aspects of instruction. From nine selected instruments or sets of procedures a detailed framework was developed with the following attributes: (1) author's stated purpose; (2) subject matter; (3) classroom interaction; (4) types of student knowledge/expected learning outcome/cognitive processes; (5) teacher knowledge and beliefs related to teaching and learning science and mathematics; (6) methods and procedures; and (7) demographics collected. The framework provides a stimulus to examine the role of theory and reform visions in evaluation procedures. The instruments and procedures that were identified point out the need to re-examine the role of procedures used in evaluations, as well as their specific characteristics, for support of reforms in classroom teaching and learning. An appendix presents the classification framework. (Contains 1 figure and 36 references.)(SLD)