TARL Assessments
Kenya, 2022
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Feb 20, 2024
Last modified
Feb 20, 2024
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Identification
Survey ID Number
Lwala02
Title
TARL Assessments
Country
| Name | Country code |
|---|---|
| KENYA | KE |
Abstract
Teaching at the Right Level (TaRL) is an evidence-based initiative that enhances the quality of primary education through improving teacher capacity to improve children's foundational skills and by supporting teachers through mentoring and monitoring to ensure their success in the classroom. Lwala adopted a partnership model that works through government supported teachers.
As a pilot program, Lwala implements TaRL in five schools within North Kamagambo: Uriri, Ofwanga, Kanyadgiro, Anding'o and Kuna primary schools. The program focuses on grades 4-5.
Programme Teams support the design and implementation of TaRL. They support school Mentors and instructors to implement TaRL in school. The instructors assess children and use TaRL methods and tools to teach reading.
Assessment is at the core of the TaRL approach. By testing children one-on-one, instructors understand the specific learning needs of each child. Instructors use these assessment results to create manageable groups of children with similar learning needs and use level-appropriate activities to help children learn. The assessment process also allows instructors and mentors to track improvements and keeps the whole system focused on the child's learning progress.
While assessment focuses on the child, monitoring covers both the learner (through the review of assessment data) and the instructor (through ongoing support and training). Implementers build continual tracking and feedback into TaRL program design. TaRL mentors often play the additional role of monitors by collecting classroom observation data. This information is used to inform practice at the classroom and school level and is aggregated to identify problems and successes at higher levels, as well as to inform programme design.
As a pilot program, Lwala implements TaRL in five schools within North Kamagambo: Uriri, Ofwanga, Kanyadgiro, Anding'o and Kuna primary schools. The program focuses on grades 4-5.
Programme Teams support the design and implementation of TaRL. They support school Mentors and instructors to implement TaRL in school. The instructors assess children and use TaRL methods and tools to teach reading.
Assessment is at the core of the TaRL approach. By testing children one-on-one, instructors understand the specific learning needs of each child. Instructors use these assessment results to create manageable groups of children with similar learning needs and use level-appropriate activities to help children learn. The assessment process also allows instructors and mentors to track improvements and keeps the whole system focused on the child's learning progress.
While assessment focuses on the child, monitoring covers both the learner (through the review of assessment data) and the instructor (through ongoing support and training). Implementers build continual tracking and feedback into TaRL program design. TaRL mentors often play the additional role of monitors by collecting classroom observation data. This information is used to inform practice at the classroom and school level and is aggregated to identify problems and successes at higher levels, as well as to inform programme design.
Unit of Analysis
Individual learners
Scope
Notes
1. Simple one-on-one assessment done to group Grade 4 and 5 children by level rather than by grade.
2. Available teachers or instructors allocated to facilitate group activities and to guide children's work.
3. For each group there are a set of activities and materials appropriate for their level.
4. Children learn in groups and also individually. Teachers or instructors do activities with groups.
4. As children make progress they move into the next group after assessment is done.
5. Similar assessment is used after 10 days for tracking children's progress, monitoring intervention
2. Available teachers or instructors allocated to facilitate group activities and to guide children's work.
3. For each group there are a set of activities and materials appropriate for their level.
4. Children learn in groups and also individually. Teachers or instructors do activities with groups.
4. As children make progress they move into the next group after assessment is done.
5. Similar assessment is used after 10 days for tracking children's progress, monitoring intervention
Coverage
Universe
Tarl assessment among grade 5 & 6 in 5 primary schools
Producers and sponsors
Primary investigators
| Name |
|---|
| Lwala Community Alliance |
Funding Agency/Sponsor
| Name | Abbreviation | Role |
|---|---|---|
| Wellspring Philanthropic Fund | WPF | Funder |
Data Collection
Dates of Data Collection
| Start | End |
|---|---|
| 2022 | 2022 |
Data Collection Mode
Face-to-face [f2f]
Questionnaires
Questionnaires
The beginner level students are grouped together with the letter level students. Students who are able to read a story are not placed in camps.
When a student gets to the story level. They leave the camps i.e. graduate out of the program.
The student who will still be in camps by the end of camp 3 will be joined by the new cohort that will be assessed at baseline assessment.
When a student gets to the story level. They leave the camps i.e. graduate out of the program.
The student who will still be in camps by the end of camp 3 will be joined by the new cohort that will be assessed at baseline assessment.
Access policy
Citation requirements
Use of the dataset must be acknowledged using a citation which would include:
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Access authority
| Name | URL | |
|---|---|---|
| Lwala Community Alliance | datarequests@aphrc.org | Link |
Disclaimer and copyrights
Disclaimer
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Copyright
Copyright © Lwala, 2024
Metadata production
DDI Document ID
Lwala02
Producers
| Name | Abbreviation | Role |
|---|---|---|
| Lwala Community Alliance | Lwala | Data Producer |
| African Population and Health Research | APHRC | Documentation of the DDI |
Date of Metadata Production
2024-02-07
DDI Document version
Version 2.0