The integrative process of design thinking provides a compelling framework for addressing problems in education involving coherent assessment and instruction. New possibilities for more meaningful developmental coherence within, horizontal coherence across, and vertical coherence between classroom formative and accountability assessments emerge by thinking through and enacting conceptual solutions that begin with the end in mind and that involve end users every step of the way. The nonlinear process involves empathy for students and teachers, the definition of a solvable problem (one with solutions that are feasible, viable, and desirable), the ideation of a brainstormed array of ideal "possibly impossible" resources for creativity (such as a very demanding measurement model and traceability to unit standards), the rapid development of an initial prototype expected to have limitations, and the first of an iterative series of tests that deliberately test the prototype en route to a recycling as needed through any other parts of the process. Applying Design Thinking may lead to new solutions to problems encountered in reconceiving and reconfiguring classrooms as meta-design ecosystem niches of creativity and innovation. An assessment outcome prototype drawn from recent work with teacher/educators that integrates developmental, horizontal, and vertical coherence is presented.