This paper describes a framework for authentic instruction and assessment for the New York state alternative program of integrated mathematics, science, and technology (MST). The paper includes the rationale for the assessment framework, description of tasks, students' work, and suggested evaluation scheme. The MST framework consists of seven defined standards, but at present there is no statewide formal MST program with specific curriculum materials. At this time, the program is composed of extended performance tasks for elementary, middle, and high schools, which include elements of math, science, and technology and require students to solve problems that are connected to the world beyond the classroom. These tasks are authentic, engaging, accessible, readily scorable, and important in that they promote critical thinking and understanding. The MST evaluation system is based on observation of student behavior, student portfolios, and followup assessment. Guidelines have been developed for scoring student portfolios. So far, about 50 teachers have participated in a pilot study of the MST tasks. For the most part, they have found the experience positive and insightful. An appendix presents a high school extended performance task and the assessment rubric. (Contains three tables.) (SLD)