Reflection   on practice (ROP) serves to support teachers that introduce innovative   instruction into their classrooms. There is an inherent dilemma between   competing goals in ROP workshops: developing teachers' skills as reflective   practitioners (process), vs. developing specific favored practices (result). This dilemma   affects the evaluation of such workshops, as evaluation methods should   align with the goals. In this paper we will gain   insight on how to resolve the dilemma from the perspective   of teaching scientific problem solving, where a similar dilemma between   process and result is sharply manifested and thoroughly explored. Assessment   methods and tools derived from this perspective were applied in   a formative evaluation of a workshop for high school physics   teachers. We will show how these analysis tools enabled us   to identify differences in outcomes between versions of yearlong workshops   that used different approaches to guidance of ROP. Our research   can contribute to the planning and evaluation of ROP workshops.