Which aspect of teaching aims to adjust practices based on assessment data?

Reflective teaching is a critical practice that involves continuously evaluating and improving one's teaching methods based on various forms of feedback, including assessment data. This approach requires educators to think critically about their instructional choices and the impact those choices have on student learning outcomes. By analyzing assessment data, teachers can identify areas where students may be struggling and make informed adjustments to their teaching strategies, allowing for a more responsive and effective learning environment.

In reflective teaching, educators often engage in self-assessment, peer assessments, and review of student performance metrics to reflect on their teaching effectiveness. This process is integral to fostering a growth mindset not only in students but also in educators themselves, promoting ongoing professional development and adaptation.

In contrast, the other options represent different aspects of assessment and evaluation but do not inherently involve the reflective process necessary for adjusting teaching practices. Standardized testing provides a broad measure of student achievement but does not typically prompt immediate instructional changes. Formative assessments are tools for gathering data on student understanding during the learning process; while they inform instruction, the specific practice of reflection on teaching strategies is broader in scope. Summative evaluation, being the assessment conducted at the end of a learning period, primarily assesses student learning rather than directly influencing teaching practices in real time. Thus, reflective teaching