A key tenet of TaRL is constant re-assessment of where everyone is (the mentors, teachers, learners), a celebration of what is going well, and a reactive plan to think about how to improve.

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. TaRL implementers use data differently depending on their roles.

TaRL Instructors and Schools

• Use assessment data to group children into learning level groups. The process of moving from assessment to immediate grouping by level facilitates data-driven instruction in the classroom.
• Information collected through oral one-on-one assessment also connects the instructor to the problems each child is facing (because they can see when and how children make mistakes during the test) this enables instructors to target the areas where the child needs support and motivates the instructor when the child improves.
• Instructors also receive feedback from mentors based on classroom observation data and use this information to support what they are aiming to achieve in the classroom.

Mentors

• Provide immediate feedback to instructors after each mentoring-monitoring visit. Classroom observation forms or checklists can guide mentors to take note of particular instructor behaviours, prompting a helpful response.
• Track school and instructor progress throughout implementation. Mentors use assessment and classroom observation data to identify problem areas and to determine the support that instructors need.
• This information also drives discussions during regular review meetings.

Provincial or National-level Officials and Policymakers, or NGO Leadership

• Use aggregated assessment and classroom observation data to make broader, high-level policy decisions. This information can be used to strengthen systems on an ongoing basis.