To systematically monitor the participation, progress, and achievement of students throughout the unit, I kept a detailed Excel spreadsheet; inquiry activities were graded for participation while summative assessments were collected and graded for correctness. In collaboration with my cooperating teacher, I regularly analyzed my gradebook for the following factors: whether students were engaging with the inquiry activities and how they were performing on elaboration assignments. This helped identify which students were performing poorly due to interest and engagement rather than true conceptual misunderstandings; the analysis pinpointed additional support for both groups. This gradebook helped inform my instructional decisions throughout my student teaching: how to structure inquiry groups, what level of questions I could ask, and which inquiry assignments required more focus after the initial learning experiences. I was able to respond to my students' developmental needs in a targeted way, ensuring that informal formative data, as reflected in the ongoing gradebook, accurately reflected students’ true progress throughout the unit.