Final answer:
Standardized tests, while useful for long-term assessment, provide less immediate, actionable data for lesson planning compared to formative assessments, summative assessments, and self-assessments by students.
Step-by-step explanation:
The assessment that would elicit the least useful data for a classroom teacher to consider in their lesson planning is likely the standardized test. While formative assessments such as practice problems, grasp checks, and self-check questions provide immediate feedback that teachers can use to gauge student comprehension and adjust instruction accordingly, standardized tests offer data that is more static, generally reflecting cumulative knowledge over a longer period of time. Summative assessments serve a similar purpose as standardized tests but are often more tailored to the specific content taught by the teacher. Self-assessment by students promotes reflection and aids in metacognitive skills. Therefore, among the given options, standardized tests are typically less useful for immediate lesson planning because they are not designed to inform instructional decisions in real-time.