Teachers take process skills into account when assessing student performance and assigning grades. These include skills like planning, organizing and monitoring work, and making decisions. Teachers need a meaningful structure for their observations of process skills in order to reduce subjective judgements, create a clearer focus for teaching these skills, and facilitate communication with others about a child`s status and progress. This paper suggests categories teachers might use as prototypes for structuring their observations of process skills. The categories provide objective evidence of a child`s skills, a focus for teaching where skills are lacking, and a way of explaining process skills so that a child`s progress may be monitored and communicated to others.