Test-based accountability is now the cornerstone of U.S. education policy, and it is becoming more important in many other nations as well. Educators sometimes respond to test-based accountability in ways that produce score inflation. In the past, score inflation has usually been evaluated by comparing trends in scores on a high-stakes test to trends on a lower-stakes audit test. However, separate audit tests are often unavailable, and their use has several important drawbacks, such as potential bias from motivational differences. As an alternative, we propose "self-monitoring assessments" (SMAs) that incorporate audit components into operational high-stakes assessments. This paper provides a framework for designing SMAs. It describes 5 specific SMA designs that could be incorporated into the non-equivalent groups anchor test linking approaches used by most large-scale assessments and discusses analytical issues that would arise in their use. (Contains 5 figures and 1 footnote.)