Evaluation of student work in the visual arts is a mystery for many not involved in the process of creating and teaching art. Even for those experienced in teaching visual arts, the process of evaluation is often too subjective and lacking in formative feedback for the student. This paper describes how Process Portfolios along with clearly defined assignment objectives and expectations can help improve the evaluation of student work, and ultimately the work itself. Process Portfolios are tools that can provide the instructor with valuable information which can be used to offer formative evaluation of individual students. (Author/LB)