With abundant access to assessments of all kinds, many high school chemistry teachers have the opportunity to gather data from their students on a daily basis. This data can serve multiple purposes, such as informing teachers of students' content difficulties and guiding instruction in a process of data-driven inquiry. In this paper, 83 resources were reviewed to provide a complete description of this process, which has not been previously done. In reviewing the literature, we found that: 1) there is very little research detailing the data-driven inquiry process in a way that can be readily implemented by teachers; 2) the research largely neglects the incorporation of disciplinary content in the data-driven inquiry process; 3) suggestions for teachers' actions provided by the research is general, limiting the impact of these suggestions; and 4) the practical considerations and fidelity of implementation of data-driven inquiry have not been examined. Implications for chemistry teachers are presented along with a call for future research on key areas, thus benefiting researchers of assessment processes. Finally, general data-driven inquiry research is described in the context of chemistry-specific examples that provide useful, practical suggestions for high school chemistry teachers.