"Through-year assessments" are assessments that are administered in multiple parts and at different times over the course of a school year that also produce summative scores that can be used with state accountability systems (Lorié et al., 2021; Dadey & Gong, 2023). These assessments are alternatively known as instructionally embedded, through-course, or periodic assessments. There are a number of possible through-year assessment models, and they have recently been the subject of much policy interest as they have the potential to inform subsequent instruction, be more closely aligned with and responsive to curricula and instruction, provide more proximal measures of learning, and be a more sensitive measure of student progress or growth than typical year-end summative assessments (Clark & Karvonen, 2021; Gong, 2021; NWEA, 2021; Wise, 2011). More research is needed, however, to substantiate these potential uses.