What type of assessment data should a teacher collect to differentiate instruction under Standard 1?

• A. Only standardized test scores.
• B. Observations of behavior only.
• C. Grades from previous year.
• D. A mix of formal and informal data: running records, miscue analysis, phonemic awareness tasks, vocabulary inventories, writing samples, and progress on fluency and comprehension checks, triangulated over time.

Answer: (D)

The main concept is that differentiating instruction relies on gathering a broad, ongoing picture of a student’s literacy strengths and needs from multiple sources over time, so you can tailor teaching and track growth.

Why this choice fits best: A mix of formal and informal data gives you a complete view. Running records show how a student reads aloud and where they stumble; miscue analysis digs into the thinking behind their reading mistakes; phonemic awareness tasks reveal how well they can manipulate sounds, which is foundational for decoding; vocabulary inventories uncover word knowledge that supports comprehension; writing samples show strengths and gaps in writing abilities and conventions; progress checks in fluency and comprehension indicate automatic word reading and understanding of what is read. Collecting these data points across different tasks and across time lets you triangulate patterns—confirming what the student can do, what they’re ready to learn next, and whether adjustments to instruction are working.

Other data sources alone aren’t enough for differentiation. Standardized test scores provide only a snapshot at one moment and may miss day-to-day abilities or learning processes. Observations of behavior capture what’s happening in the moment but don’t reveal the underlying skills. Grades from the previous year might be outdated and not reflect the student’s current abilities. The strongest approach combines diverse measures over time to guide responsive teaching.