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This paper examines practical considerations for LEAs adopting a statewide through-year model with an instructional-use additional aim, including defining a theory of action, planning teacher and student support, engaging stakeholders, and managing administration. It also highlights classroom-level implications through teacher and student vignettes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/through-year-assessments-practical-considerations-for-lea-implementation/586820/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/through-year-assessments-practical-considerations-for-lea-implementation/586820.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What makes through-year assessments different from end-of-year summative assessments?","Question",{"text":112,"@type":113},"Through-year assessments use multiple, distinct assessment times across a school year and aggregate data over time to support annual summative determinations. 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NTC would also like to thank Amy Youngman for her invaluable contributions to the content of the paper.  \nSuggested citation:  \nNew Teacher Center. (2022) . Through-year assessments: Practical considerations for LEA implementation [White paper] . Retrieved from Smarter Balanced website: [https://portal.smarterbalanced.org/library/en/through-year-assessments-lea](https://portal.smarterbalanced.org/library/en/through-year-assessments-lea)implementation.pdf  \nExecutive Summary  \nThrough-year assessment has entered the national educational dialogue as an alternative to the end-of-year summative assessment model. As state educational agencies (SEAs) weigh the advantages and disadvantages of embracing this emergent assessment system, it is important to consider the impact such a decision would have on local educational agencies (LEAs).  \nThis paper explores the practical considerations for LEAs managing the implementation of a statewide through-year model with an instructional use additional aim. We will outline the work required at the LEA level to effectively implement a through-year approach, including defining a theory of action, developing a plan for supporting teachers and students, communicating with key stakeholders, and administration management. Importantly, this paper will also address potential implications of a through-year assessment model at the classroom level through teacher and student vignettes. The paper aims to answer the question: How might a through-year assessment system more effectively serve the primary purpose of assessment: improving teaching and instruction? Ways of knowing are relevant to assessment because, in addition to knowledge on the content assessed, they shape how students understand assessment tasks (items) or activities, and how they respond to them. Properly addressing ways of knowing offers the possibility of ensuring that assessment activities and tasks are meaningful to multiple learners.  \nAssessments remain a critical tool for school districts. They support a deeper understanding of student needs and the development of instructional strategies to meet them. In the past 20 years, dozens of SEAs and hundreds of LEAs have  \nembraced the concept of a balanced assessment system in which “assessments at all levels—from classroom to state—work together in a system that is comprehensive, coherent, and continuous”(National Research Council, 2001) . The call for balanced assessment systems was motivated by a desire to enhance the utility of assessments for improving learning and teaching, as well as an acknowledgement that summative assessments are designed to provide information regarding systems improvement as opposed to information that is instructionally relevant. However, once again, summative assessments are in the national dialogue and SEAs are exploring alternatives.  \nThese end-of-year accountability benchmarks are increasingly seen as outdated, inequitable, and inefficient to transform on-the-ground instructional practices. Through-year assessment—a collection of data points aggregated over time to generate a summative accountability score—is one assessment approach that promises better conditions for students and educators. Proponents of throughyear assessments claim that investing in smaller assessments over time would help imp","cbCaivaQ1KkFR7AG","https://ap.wps.com/l/cbCaivaQ1KkFR7AG","pdf",1602145,18,"English","# Executive Summary\n## Overview of Through-Year Assessment\n## Potential Content Distribution for Through-Year Models\n## Practical Implications at the LEA Level\n## Implications of the Instructional Use Aim at the Classroom Level\n## Summary\n## References","[{\"question\":\"What makes through-year assessments different from end-of-year summative assessments?\",\"answer\":\"Through-year assessments use multiple, distinct assessment times across a school year and aggregate data over time to support annual summative determinations. They are also intended to serve an additional aim beyond accountability.\"},{\"question\":\"What additional aims can through-year assessment models pursue?\",\"answer\":\"The paper groups additional aims into three categories: logistical, monitoring, and instructional. The instructional aim focuses on classroom-level statewide data to inform instruction during the school year.\"},{\"question\":\"What work is required at the LEA level to implement a statewide through-year model?\",\"answer\":\"The paper outlines defining a theory of action, developing plans to support teachers and students, communicating with key stakeholders, and handling administration management to implement the approach effectively.\"}]","Through-Year Assessments: Practical Considerations for LEA Implementation | PDF",1792059499,45]