Whereas grading systems based on tacit knowledge may be the norm in practice, the recent trend toward educational accountability--from granting organizations, accreditation boards, journals on the teaching of psychology, and even tenure/promotion committees--suggests a real need for reliable, validated assessment measures that can be used to evaluate students' process learning (e.g., how to "do" science) and related changes in their attitudes toward psychological research and practice (e.g., as "consumers" of statistical reports or as less biased observers of human behavior). The three assessment measures included in this collection can be administered at the start and/or the end of the term as can also be used to compare the achievement of students from experimental and control classrooms. The measures are based on the APA guide for learning goals and outcomes (see http://www.apa.org/ed/critique_study.html) and the comprehensive rubric by Halonen et al. (2003). Contents of this publication include: (1) A Rubric for Evaluating a Psychology Research Report (Gail M. Gottfried, Jordan R. Vosmik and Kathy E. Johnson); (2) Evaluating Students' Process Knowledge: Measuring Understanding of Inter-Rater Reliability (Gail M. Gottfried and Kathy E. Johnson); and (3) Reading a Journal Article: An Assessment Tool (Gail M. Gottfried). Individual papers contain footnotes and references.