This paper discusses results of a statistical analysis of novel rubrics developed by the ELIPSS Project (Enhancing Learning by Improving Process Skills in STEM) that go beyond typical analytic rubrics to provide detailed feedback to students. Process skills, also known as transferable, professional, or soft skills, are important components of the learning environment in STEM classrooms. This is especially true when using active-learning techniques that often require higher-order thinking (cognitive skills) and peer interaction (interpersonal skills) during class activities. These skills also carry value beyond the classroom as they are necessary in preparing students for future careers and roles as contributing citizens.  Process skills are transferable skills such as information processing, critical thinking, communication, and teamwork. While process skills are embedded in course-and program-level learning outcomes within many STEM disciplines at many institutions, they are rarely the explicit focus of classroom learning goals. Students are rarely given direct instruction or assessed on process skills. To improve student process-skill development, the ELIPSS rubrics were developed to guide instruction and to provide immediate relevant feedback to students. In addition to the categories and descriptors commonly found in rubrics, the "feedback-style" rubrics contain observable characteristics and suggestions for improvement with specific criteria for assessing students' written work or group interactions. The suggestions for improvement are intended to promote a growth mindset in students and help them further progress in their development of each skill. Findings of this study indicate that use of the novel feedback rubrics resulted in better alignment between TA and student assessments.