Most TaRL programmes have two main sources of data:

1.  Assessment data: Usually at the beginning, middle, and end of the programme, children are tested using simple reading and mathematics arithmetic-skills assessment tools. 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 programme teams are able to identify schools or areas which require more support.

2.  Classroom observation data: Often, information regarding the instructor’s behaviour is collected to help mentors identify instructors, schools, or areas which require additional support. This information can also guide teacher training and inform design tweaks for the programme or policy.

The kinds of questions included in classroom observation forms should be specific to the programme, and may change over time as you realise which questions are more or less useful. Some of the principles that have informed TaRL measurement and monitoring strategies are: 

• Ensure that information collected has a practical purpose, and cut down on unnecessary data collection.
• Create clear, understandable measurement items.
• Build in prompts for action: including creating time and space for data review and discussion, and designing tools which make aggregating data across items clear.
• Have clear definitions and a common understanding of each indicator to get accurate data.
• Ensure that data and insights generated from it are quickly and easily available at every level for quick decision-making.