In recent years the number of states launching research and development initiatives on through-year assessments has multiplied as states hope to address long-standing concerns about traditional summative assessments by measuring student performance multiple times over the school year instead of only at the end of the year. We reviewed 18 assessment models being developed or prototyped in 13 states to support policymakers and state leaders in understanding the key differences in the characteristics, benefits and risks posed by different through-year approaches and why states are or might consider these models. What are Through-year Assessments: Exploring multiple approaches to through-year design outlines how states hope through-year assessments will create more coherent assessment systems better aligned to instruction, provide more frequent and meaningful information on student performance to students, families and educators throughout the year and change perceptions of state testing.
