In recent times there has been considerable commentary regarding the need to enhance mathematical assessment as evidenced by "Numeracy, A Priority for All: Challenges for Australian Schools" (2000). This emphasis on assessment is timely because, although the mathematical reform movement has produced much needed improvements in both curriculum and instruction, changes in assessment have not kept pace. As Ridgway states in "From Barrier to Lever: Revising Roles for Assessment in Mathematics Education" (1998, p.2), "As an issue of policy, the implementation of standards-based curricula should always be accompanied by the implementation of standards-based assessment. In fact, incremental change in assessment systems will foster concurrent improvement in professional and curriculum development." In this article, the author describes steps that he uses in teaching teachers to create performance assessments. By following a few simple guidelines, very useful performance assessments in mathematics can be designed and administered. These assessments will allow one to determine the level at which students comprehend and perform important mathematics. (Contains 2 tables.)