This presentation will discuss the “evidence” in evidence-based teaching, especially focusing on the many sources of feedback that can help us to identify problems and opportunities in our courses. Evidence-based teaching allows us to apply our powerful science skills to our teaching in order to constantly refine and improve student impacts, resource management, and adaptation to constantly changing physiology content and research methods. We will present technical and practical definitions of both evidence-based teaching and feedback and discuss how they are related. Sources of course feedback will be described, including assessment of content knowledge and process skills attainment, student surveys, informal feedback, and standardized tests. In addition, the pros and cons of each feedback source will be presented. Ultimately, a wealth of feedback and student data is most useful when guided by questions raised in our teaching. Backward design can help us identify a specific question to address and the data needed to answer it. Finally, we will explore the importance of triangulating data to provide robust evidence on increasingly diverse learners.