Using the school evaluation indicators to support continuous improvement

School Evaluation Indicators conceptual framework

The school evaluation indicators identify practices that contribute to effective evaluation. These practices should be viewed holistically, not used in isolation or as a checklist. Use them as a 'sieve' or trustworthy reference when trying to make sense of data and to answer the question, How good is our practice? Use them too when investigating the relationship between different - and, sometimes, apparently unconnected - aspects of your school's performance.

Table 2 provides a broad framework for thinking about how you might use the indicators in your own school. Possible uses are suggested in relation to each of the five evaluation processes identified and discussed in this guide.

The indicators can be used in different ways during different phases of internal evaluation.

For example:

  • Use the outcome indicators as the starting point for evaluating the educational opportunities that your school offers its students and investigating who is/is not achieving, and identifying those students whose progress needs to be accelerated
  • Use the six domains of influence as a framework for identifying where you might concentrate your inquiry and data gathering
  • Use the process indicators and associated effective practice statements as a framework when trying to make sense of your data and identify and prioritise improvement actions
  • When monitoring and evaluating the impact of your improvement actions, the outcome indicators can help you maintain focus on what is happening for all learners.

The indicators for Domain 6, Evaluation, inquiry and knowledge building for improvement and innovation, and the associated effective practice statements can be used to evaluate the effectiveness of your school's approach to evaluation.



Possible use of the indicators

Evaluation reasoning: questions we might ask


Outcome indicators focus evaluation on the learner. They can assist in mapping the context and identifying what matters most in terms of student outcomes

What does our information tell us about the extent to which all learners are achieving high-level curriculum outcomes: confidence in identity, language and culture; wellbeing; achievement and progress; and participation and contribution? Which learners are/are not achieving and in what contexts?


Domains/process indicators can assist in focusing inquiry and data gathering

Considering the six domains of influence, where do we need to focus our evaluation? What do we need to know and how? What further information do we need? How might we find out? What questions do we need to answer/focus on?

Collaborative sense making

Domains/process indicators and the associated effective practice statements can assist with sense making and identifying areas for an improvement focus

What is our evidence telling us? Do we know enough about the effectiveness of our practice to determine where we need to go next? What else can we use/draw on that will assist us to plan next steps?

Prioritising to take action

Domains/process indicators can assist in determining priorities and taking action

What is the most important action we need to take and why?

To take action, what kind of support do we need to draw on or put in place?

Monitoring and evaluating impact

Outcome indicatorsprovide the starting point for monitoring and evaluating the impact of actions taken

How are we going? What is our data/information telling us? Do we need to modify or change what we are doing? What impact is our action having? Are we providing opportunities for all learners to learn, progress and achieve?