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  1. Appendix 3: Methodology

    Key evaluative questionsThe overarching question for ERO’s evaluation of principal appraisal was ‘How effectively does appraisal of the principal contribute to development?’Separate judgements were made about the contribution of principal appraisal to the principal’s own development, staff and school development, and improved student achievement.Four other evaluative questions also provided some relevant information: How coherent are the school’s charter, strategic plan, targets, appoi...

    https://www.ero.govt.nz/publications/supporting-school-improvement-through-effective-principal-appraisal/appendix-3-methodology/

  2. Methodology

    This evaluation involved 237 schools where ERO carried out an education review in Terms 3 and 4, 2010. Information about the types of schools, their roll size, locality (urban or rural) and decile rating groups are included in Appendix 2.ERO gathered the data for this evaluation in the context of the major evaluation question for education reviews in 2010:[3]How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?The questions used in this...

    https://www.ero.govt.nz/publications/working-with-the-national-standards-raising-student-achievement-in-reading-writing-and-mathematics/methodology/

  3. Appendix 3: Data analyses

    Review officers entered information into an electronic synthesis sheet for each school. This included qualitative information for most questions, and ratings for selected questions. [36] The ratings were moderated by a team of experienced evaluators to cross-check that judgements had been applied in a consistent manner. Where necessary, adjustments were made to the ratings.Data were analysed in a range of ways. Qualitative information was coded by themes and quantified to ascertain the magnitude...

    https://www.ero.govt.nz/publications/teaching-as-inquiry-responding-to-learners/11-appendix-3-data-analyses/

  4. Methodology

    This evaluation involved 439 schools where ERO carried out an education review in Terms 1, 2 and 3, 2011. The types of schools, and their roll size, locality (urban or rural) and decile group are in Appendix 1.ERO gathered data for this evaluation in the context of the major evaluation question for education reviews in 2011: [2]How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?The questions used in this evaluation are in Appendix 2.Al...

    https://www.ero.govt.nz/publications/working-with-national-standards-to-promote-students-progress-and-achievement/methodology/

  5. Appendix 4: Further information about methodology

    Two additional documents were developed – a questionnaire and a review tool – to provide information to be used as the basis for discussion with school staff, and to guide judgements in the synthesis sheet. Completed questionnaires were obtained for 147 schools and the review tool was completed for 141 schools.Questionnaire for schoolsA questionnaire was sent out before the review to gather facts and attitude information from schools. It covered similar information to previous years’ quest...

    https://www.ero.govt.nz/publications/inclusive-practices-for-students-with-special-education-needs-in-schools/appendix-4-further-information-about-methodology/

  6. Appendix 4: Data analyses

    Review Officers entered information into an electronic synthesis sheet for each school. Included in this sheet was qualitative information for most questions, and ratings for selected questions.[18] The ratings attributed to each question were moderated by a team of experienced evaluators to cross check that judgements had been applied in a consistent manner. Adjustments were made to the ratings attributed where necessary.Data was analysed in a range of ways. Qualitative information was coded by...

    https://www.ero.govt.nz/publications/the-new-zealand-curriculum-principles-foundations-for-curriculum-decision-making/appendix-4-data-analyses/

  7. Findings

    This section presents what ERO found in relation to the four levels of responsiveness of each school’s curriculum and systems. The section begins by discussing the features of effective practice in the schools identified as having a senior secondary curriculum that responds to the interests, pathways and goals of their students. The features of the schools in the remaining categories are then discussed, summarising their strengths and areas for development. Finally, challenges including system...

    https://www.ero.govt.nz/publications/secondary-schools-pathways-for-future-education-training-and-employment-july-2013/findings/

  8. Appendix 1: Process followed

    An evaluation matrix guided ERO’s workERO developed a matrix to focus desk-based analysis and onsite observations, organise data collected and inform analysis. The matrix was focused on the impact of NCEA on five aspects determined by the Ministry. These five aspects were: Programme design refers to the courses and opportunities offered by schools and TEOs to provide coherent and flexible pathways for students, taking them through the senior school and beyond to further education, training o...

    https://www.ero.govt.nz/publications/ncea-observational-studies/appendix-1-process-followed/

  9. Trident High School, Whakatane

    BackgroundTrident High School is a decile 51 co-educational secondary school in the Bay of Plenty, with a roll of approximately 1200. Students at Trident High School have consistently achieved above decile 5 and national averages in NCEA Levels 1-3. Much of the success experienced by students at Trident High School is a consequence of the strong foundation the school provides for students’ learning and achievement.In the 1990s, Trident had a reputation for being a caring school, but its acade...

    https://www.ero.govt.nz/publications/towards-equitable-outcomes-in-secondary-schools-good-practice/trident-high-school-whakatane/

  10. ERO Insights - Term 3 2019

    Kia ora tātou,Indicators of quality for early childhood education: what matters mostThe case for high quality early childhood education is well proven. Children learn at a faster rate during the first five years of life than at any other time. It is at this stage that critical cognitive, social and emotional competencies are developed which contribute to future learning and lifetime outcomes. Support of family and whanau as key contributors to positive early experiences, along with access to hi...

    https://www.ero.govt.nz/footer-upper/news/ero-insights/

  11. Methodology

    Evaluation framework The following evaluation questions provided the framework for the ERO reports: The Collection and Use of Assessment Information in Schools and The Collection and Use of Assessment Information: Good Practice in Secondary Schools. How effectively does the school develop and implement an integrated school-wide approach to assessment practices and information? How effectively does assessment information demonstrate students’ achievements and progress? How effective is the i...

    https://www.ero.govt.nz/publications/the-collection-and-use-of-assessment-information-good-practice-in-secondary-schools/methodology/