Which practice best ensures instruction is guided by evidence from student data?

• A. Collecting data and updating grades
• B. Interpreting data and adjusting instruction based on findings
• C. Relying on intuition
• D. Using only student surveys

Answer: (B)

Interpreting data and adjusting instruction based on findings embodies using evidence to drive teaching. When a teacher collects data from assessments, observations, and work samples, the real value comes from analyzing what the data show about each student’s understanding and where gaps exist. That analysis reveals patterns—such as which standards are misunderstood, which students need reteaching, and which instructional approaches are most effective.

Once the findings are interpreted, the instruction is adjusted to target those gaps: changing pacing, revising explanations, offering targeted reteaching or small-group support, and selecting activities that address the specific needs identified. After making these changes, the teacher again collects evidence to see if students are closing the gaps, creating a continuous cycle of data-informed improvement.

Relying on intuition or using data in isolation doesn’t create that responsive loop. Intuition lacks evidence to confirm whether the adjustments actually help learning, and simply collecting data or relying on surveys may not provide a complete or accurate picture of student understanding.