Broadly defined, embedded assessment using performance tasks requires students to write, read, and solve problems in genuine, rather than artificial ways. It is as an ongoing, cyclical process in which teachers gather information on their students’ understanding and reasoning about any particular content knowledge in science, make sense of that information, and use it to make adjustments for teaching in response to students’ learning needs. This article describes how to incorporate embedded assessment into the science curriculum, and provides an example of this approach using the topic of sound.