How can educators use data to support students who underperformed on formative assessments?

Using data to support students who underperformed on formative assessments involves understanding their specific needs and adjusting academic demands accordingly. When educators temporarily decrease academic demands, they create a supportive environment that allows struggling students to engage with the material without feeling overwhelmed. This adjustment can help build confidence and proficiency in foundational skills, ultimately leading to improved performance.

In this context, reducing academic demand does not mean lowering expectations indefinitely; rather, it involves scaffolding learning experiences so that students can gain mastery of the concepts at a comfortable pace. This method is particularly effective because it recognizes that students may need additional time and support to grasp challenging material. By easing the demands, educators can facilitate a positive learning experience that encourages effort and resilience.

The other options, while they may serve different purposes, do not directly address the need for individualized support based on data-driven insights. Increasing homework assignments could exacerbate stress for underperforming students, limiting classroom participation might further disengage them, and grouping them with advanced learners could lead to feelings of inadequacy rather than fostering necessary skill development. Therefore, the most effective approach is to adjust academic demands to meet students where they are in their learning process.