The primary purpose of assessment is to improve learning. To achieve this goal, the Math Thematics assessment component is designed to be an integral part of the instructional process, rather than an add-on to it. Not only is assessment information drawn from instructional tasks, but the assessment tools themselves are designed to help students master concepts and develop skills.

The Math Thematics assessment component serves four major purposes. The first is to monitor student progress in problem solving, reasoning, and communication. Assess student proficiency in content areas. Help teachers make instructional decisions. Document student progress for students, parents, and teachers.

The following assessment tools are incorporated into the curriculum. Warm-up are short activities found in the annotated teacher's edition. They provide a systematic review of concepts and skills. Embedded questions are provided through the instruction materials. These are discussion questions, checkpoints (to check student understanding), try this as a class questions (where direct instruction is needed to summarize or bring closure), practice and application exercises, and reflecting on the section questions (provide student reflection). Extended explorations are extended problem solving activities. Each module provides a module project to allow students to apply mathematical concepts as they learn them. Each module concluded with a set of questions that can be used to review and assess. Additional assessments include mid-module quizzes, module tests, standardized assessment, and module performance assessment. Portfolios can be used to show a representative sample of students' work.

Assessment scales are provided to evaluate the extended explorations, reflections, and module projects. These use a 1 to 5 scale to evaluate five areas. These are problem solving, mathematical language, representations, connections, and presentation. These scales come in a form for self evaluation and teacher evaluation.