In this article, the author presents a master class that vividly demonstrates the dynamic interaction between process and reflection that is a widely recognized feature of art making and learning and has spawned process-based approaches to educational assessment. Process-based assessment distinguishes itself from "good/bad" and "right/wrong" evaluation by focusing instead on students' thoughtful reflection on the process of learning. What students "get" as a grade on a given piece of work is not as important as what they "get" from and "give" to their own learning on the work's account. What matters in this approach is the students' thoughtful reflections on the interaction among objectives, outcomes, and actions imprinted on their work. It did not matter to the working actor that his performance might be considered "sentimental"; what mattered was what he would do with that input and how he would apply it to the next version of his portrayal. Drawing on the example of the master class scene and on research studies and conversations with educators experienced in this mode of teaching and learning, the author shares some practical insights into the "why's" and "how's" of implementing an arts-related focus on process and reflection in the classroom. (Contains 6 notes.)