Researchers of performance assessment in social studies have contrasted authentic assessment, which is characterized by contextualized, complex intellectual challenges, with multiple choice tests of achievement, which are characterized as fragmented and static. In calling for the need for authentic assessment, this paper outlines a plan for the development of performance indicators in social studies, in particular, indicators of complex cognitive representations of social institutions and structures. Four characteristics of complexity in the international political and economic views of young people are identified based on research consisting of problem-solving interviews and a written questionnaire pre- and post-simulation. The ideas put forth are not meant to provide an immediate alternative to multiple choice testing in the social studies, but rather represent a starting point by defining what is meant by complexity of cognitive structures with respect to economic and political systems. A list of references is included, as are several figures depicting the schemata of student research subjects. (DB)