In recent years increasing attention has been allocated to the use of evidence-based practice in STEM classrooms. This is indicated in recent reports from the National Research Council and the President’s Advisory Council, and in changes to NSF programs. Most of these pedagogical approaches involve creating active learning environments that engage students’ process skills in addition to developing content knowledge. Employers also focus on process skills as indicated by job interviews questions that focus on how an applicant has dealt with working in teams and solving problems. However, assessment of process skills is less obvious than assessment of content. Although process skills are an integral part of active learning classrooms, there is not currently a method to assess these skills and generally students have little feedback on their progress. The ELIPSS project aims to develop materials to allow assessment of process skills in the classroom (observable skills) and for student written work.