Results for "internal evaluation"

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  1. Effective internal evaluation for improvement

    This revised booklet is useful for any organisation interested in internal evaluation for improvement. This overview of the processes and reasoning involved in effective internal evaluation for improvement draws on a recently published resource Effective Internal Evaluation – How to do and use internal evaluation for improvement (2015).

    https://www.ero.govt.nz/publications/effective-internal-evaluation-for-improvement/

  2. Part 3: Complementary approach to evaluation in early childhood service reviews

    As New Zealand’s external education evaluation agency, ERO complements the internal evaluation activities of early childhood services.ERO’s external evaluation process is both proportional and responsive to the service’s internal evaluation. It responds to the early childhood service’s overall capacity and capability to evaluate its own performance. ERO’s external evaluation also has a role to play in building the evaluation capacity of the service by strengthening internal evaluation...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-home-based-education-and-care-services/part-3-complementary-approach-to-evaluation-in-early-childhood-service-reviews/

  3. New internal evaluation resources for leaders, teachers and trustees

    30 November 2015ERO and the Ministry of Education have now published a how to guide – Effective School Evaluation: how to do and use internal evaluation for improvement. - a resource about how leaders, teachers and trustees can use internal evaluation to improve outcomes for students.Together with the indicators, this resource and the good practice report – Internal evaluation: good practice. –gives schools information about what matters most and how to improve student outcomes. It is...

    https://www.ero.govt.nz/footer-upper/news/new-internal-evaluation-resources-for-leaders-teachers-and-trustees/

  4. Effective school evaluation

    This resource describes what effective internal evaluation is, what it involves, and how to go about it in ways that will enhance educational outcomes for students. It draws on current knowledge about internal evaluation, and on case studies of New Zealand schools that have used internal evaluation to inform the development of strategies that have been successful in raising achievement, particularly that of Māori and Pacific learners. The case study schools also exemplify the use of inquiry processes and evaluative reasoning.

    https://www.ero.govt.nz/publications/effective-school-evaluation/

  5. Part 3: Complementary approach to evaluation in hospital-based service reviews

    ERO’s external evaluation process is both proportional and responsive to the service’s internal evaluation. It responds to the hospital-based service’s overall capacity and capability to evaluate and improve its own performance. ERO’s external evaluation also has a role to play in building the evaluation capacity of each service according to its context.Diagram 1: Responsive approach to evaluationAn evaluation approach that balances external ERO evaluation with service's internal evaluat...

    https://www.ero.govt.nz/publications/he-pou-tataki-methodology-for-ero-reviews-in-hospital-based-education-and-care-services/part-3-complementary-approach-to-evaluation-in-hospital-based-service-reviews/

  6. Engaging in effective internal evaluation

    Evaluation is the engine that drives improvement and innovation. Internal evaluation is undertaken to assess what is and is not working, and for whom, and then to determine what changes are needed, particularly to advance equity and excellence goals. Internal evaluation involves asking good questions, gathering fit-for-purpose data and information, and then making sense of that information. Much more than a technical process, evaluation is deeply influenced by your values and those of your commu...

    https://www.ero.govt.nz/publications/effective-internal-evaluation-for-improvement/engaging-in-effective-internal-evaluation/

  7. Introduction

    This overview of the processes and reasoning involved in effective internal evaluation for improvement draws on a recently published resource Effective Internal Evaluation – How to do and use internal evaluation for improvement (2015).1 This resource was jointly published by the Education Review Office and the Ministry of Education. Section Two of the resource – “Engaging in effective internal evaluation” describes both the ‘how to’ and the evaluative thinking that contributes to imp...

    https://www.ero.govt.nz/publications/effective-internal-evaluation-for-improvement/introduction/

  8. Foreword

    Internal evaluation requires boards, leaders and teachers to engage in deliberate, systematic processes and reasoning, with improved outcomes for all learners as the aim. This good practice report showcases 13 schools and how they've used internal evaluation to change their practice to support students to achieve. The findings from this report have informed the joint Ministry of Education and ERO resource Effective School Evaluation: How to do and use internal evaluation for improvement. As thes...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/foreword/

  9. Introduction

    The purpose of internal evaluation At its heart, effective internal evaluation is about improving student outcomes. Schools and communities of learning conduct internal evaluation to: identify and address areas for improvement meet accountability requirements create knowledge about what works, for which students and why. Learners are the focus of school and community inquiry and evaluation processes. For all decisions made in the context of school evaluation, the question needs to be asked and a...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/introduction/

  10. Overview

    This good practice report shows the range of ways schools have effectively done and used internal evaluation for improvement. ERO visited 13 schools in Terms 3 and 4, 2014, that had been identified during their regular ERO reviews as having effective internal evaluation.1ERO investigated: how the schools knew what and how to improve how the schools knew how they were going what conditions and actions supported the schools' internal evaluation activities how the schools had developed capability a...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/overview/

  11. Introduction

    How this resource is structuredThis resource has five sections.The first section, What matters most in schooling, will help you to understand the framework that underpins the school evaluation indicators. This framework integrates the key learner outcomes highlighted in The New Zealand Curriculum and Te Marautanga o Aotearoa with six domains identified by contemporary research and evaluation studies as being significant influences on school effectiveness and improvement.Engaging in effective in...

    https://www.ero.govt.nz/publications/effective-school-evaluation/how-this-resource-is-structured/

  12. Appendix 2: Methodology

    ERO looked for schools that had been identified during their regular education review as conducting effective school evaluation. These schools had all received a four-to-five year return time in their most recent education review, and in many cases were on a second four-to-five year return, indicating that ERO was very confident in their capacity and capability to undertake internal evaluation for sustainable improvement. This yielded a list of 48 schools. ERO then conducted a desktop analysis o...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/appendix-two-methodology/

  13. Section Three: Individual evaluation narratives

    This section includes narratives of specific internal evaluations from the 13 schools in this report exhibiting good practice. The evaluations are all one example of many evaluations that these schools have undertaken. The schools were chosen because during their regular Education Review internal evaluation was identified as a strength and was contributing to improvements particularly for students that needed to accelerate progress. Some of the evaluations are specific to a curriculum area, whil...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/section-three-individual-evaluation-narratives/

  14. Integrating internal and external evaluation for improvement

    School evaluation has both internal and external components, and the two should be seen as working together. New Zealand has ... gone furtherest among countries internationally towards a collaborative school evaluation model, incorporating at the same time a sequential process ... [the] approach is collaborative in the sense that both parties attempt to work together to agree on a rounded picture of the school in which there is mutual recognition of its strengths and consensus on areas for devel...

    https://www.ero.govt.nz/publications/effective-school-evaluation/integrating-internal-and-external-evaluation-for-improvement/

  15. ERO’s role and purpose

    ERO is a government department, set up under the State Sector Act 1988 to evaluate and report publicly on the quality of education provided in New Zealand schools and early childhood services, and on the effective use of public funds. Its role encompasses accountability (including compliance with regulatory requirements), education improvement, and knowledge generation.The manner in which ERO carries out its mandated responsibilities has changed since the agency was first established in 1989. Cu...

    https://www.ero.govt.nz/publications/school-evaluation-indicators/eros-role-and-purpose/

  16. Monitoring and evaluation for improvement

    The members of effective communities are clear about what they want to achieve and how they will recognise progress. This means they can recognise what is and is not working, and for whom, and can adjust their actions or strategies accordingly. They have access to evaluation leadership and are developing data literacy and technical evaluation expertise. They use appropriate tools and methods.Effective communities have systems, processes and tools in place to generate timely information about pro...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/monitoring-and-evaluation-for-improvement/

  17. Section One: Leadership for effective internal evaluation

    Leaders have a critical role in promoting equity and excellence for all students. The leaders in the schools in this report positioned internal evaluation as a valued activity for improvement and recognised the importance of building evaluative capability and capacity at every level. The quotes below came from school leaders during ERO's visits to their schools.  "Internal evaluation is a 'line of sight' to student achievement and wellbeing." In these schools, internal evaluation was an indis...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/section-one-leadership-for-effective-internal-evaluation/

  18. Improving wellbeing in your school

    This section will help you to: think about how you promote the wellbeing of all students in your school community and the way in which you respond to emerging wellbeing concerns include a focus on how well you promote wellbeing as part of your school's internal evaluation processes use your internal evaluation processes to evaluate the effectiveness and impact of your responses to particular wellbeing-related events, issues and concerns. Each school's priorities for wellbeing will be different....

    https://www.ero.govt.nz/publications/wellbeing-for-success-a-resource-for-schools/improving-wellbeing-in-your-school/