Measurement, Mentoring and Review
Continual tracking and feedback is built into TaRL programming.
Robust measurement systems, ongoing mentoring, and regular reviews of intervention delivery are key to understanding learning levels, identifying program components that need improvement, and making strategic decisions about how effort and time are spent not only in the classroom but also across diverse layers of the program.
Measurement & Review in TaRL Programmes
TaRL interventions should prioritise efficient measurement systems, utilising simple tools for data collection and easy-to-administer assessments to monitor student progress as well as to inform and drive decisions to improve implementation.
In TaRL programmes, measurement systems and processes focus on collecting frugal but actionable data through quick processes that leverage existing systems. These processes integrated into the core programming of a TaRL intervention seek to enable access to the right data, at the right place, and at the right time for swift course correction not only in the classroom but at multiple levels in the system.
What Kind of Information is Collected?
Most TaRL programmes have two main sources of data:
- Assessment data:
Children are tested using simple reading and maths skills assessment tools at the beginning, middle, and end of the programme. Children may also be tested more frequently. These results are recorded and used to group children and track progress. Assessment data should be aggregated quickly to ensure that TaRL program teams can identify schools or areas which require more support. - Classroom observation data:
Information regarding the instructor’s behaviour is often collected to identify instructors, schools, or areas that require additional support. This information can also guide teacher training and inform design tweaks for the programme or policy.
Who Collects Information?
The TaRL delivery model determines who collects the information. In most instances, this role is performed by Mentors.
How is Information used?
A key tenet of TaRL is constant review of where everyone is (the mentors, teachers, and children), celebrating what is going well, and a focus on continuous improvement.
Information is collected at multiple points and drives action from the individual child level all the way up to the national or organisational level. Regular review meetings and feedback loops are required to ensure that information is acted upon. Feedback based on this information is then used in the programme design.
Mentoring in TaRL Programmes
Mentoring is a core element of TaRL programmes. This component draws upon mentors who are leaders of practice to provide crucial on-site and remote support to instructors.
Mentors understand the TaRL approach well, believe in it, and support others to grow it. They first experience the approach themselves by running their own practice classes for at least 15-20 days.
The mentors’ role is vital for ensuring data quality, effective classroom implementation, and providing motivation and improvement-focused feedback to instructors. Mentors also play a key part in review mechanisms for course correction and feedback at various levels within the system.
Case Study from Zambia
This case study outlines the experience of Zambia’s Catch Up programme, where a mentoring and monitoring system was set up to identify a team of people who could regularly observe, monitor, and offer support to Catch Up teachers.
FREQUENTLY ASKED QUESTIONS
Have questions about the TaRL approach?
Topics and components of the TaRL approach:
Assessment
TaRL Classroom Methodology
Measurement, Monitoring & Review
