Over the past decade, increasing emphasis on data-informed instruction has intensified expectations for teachers to use assessment data to support instructional decision-making, accountability, and formative practice. Research consistently shows, however, that teachers engage with assessment data in varied ways, differing in purpose, depth of analysis, and instructional consequence. One prominent approach to capturing this variation has been the use of typologies, which classify patterns of teachers’ assessment data use across contexts and research traditions. Despite the growing number of typological studies, the literature remains conceptually fragmented, with typologies emerging from different traditions, employing varied methodological approaches, and emphasising distinct analytical dimensions. This review of literature examines published typologies of teachers’ assessment and data use, with particular attention to their conceptual foundations, methodological origins, and analytical focus. The reviewed typologies are organised into three broad orientations: practice-based typologies grounded in empirical accounts of classroom activity; conceptual typologies derived from theoretical synthesis and literature review; and orientation-based typologies that focus on teachers’ beliefs and dispositions toward data use. Synthesis of the reviewed typologies reveals that most organise teachers implicitly along continua of data-use depth and purpose, yet these dimensions are rarely integrated across typological strands. Across contexts, teachers’ data use is found to be dominated by instrumental and compliance-oriented practices, with inquiry-focused and formative uses remaining comparatively uncommon, even in reform-oriented settings. The review further highlights the influence of boundary conditions such as time, leadership support, data accessibility, and professional learning on teachers’ typological positioning.