The outcome and process indicators

The following sections set out the outcome indicators and the process indicators. 

The learner-focused outcome indicators are derived from the valued outcomes identified in The New Zealand Curriculum and Te Marautanga o Aotearoa. They assume a holistic approach to learners’ wellbeing, development and success.  They also support the three goals identified by Mason Durie as critical for the educational advancement of Māori: enabling Māori to live as Māori, facilitating participation as citizens of the world, and contributing towards good health and a high standard of living.1

The process indicators are organised in terms of six key domains found to influence school effectiveness and student outcomes. They are drawn from research and evaluation evidence linked to outcomes and are illustrated by examples of effective practice.

It is important that evaluators and educators draw on rich sources of quantitative and qualitative data to inform their evaluations. For example, achievement data is one source of information that can be used to assess whether students are on track to becoming ‘successful lifelong learners’, but data from student surveys, focus groups or classroom observations are likely to be needed for insight into students’ learning-to-learn strategies or digital literacy. 

Student voice is a crucial source of information about the quality and effectiveness of the learning opportunities provided by the school or an individual teacher. Students’ insights and perspectives are an important tool for supporting evaluative thinking and determining priorities for action.

Effective School Evaluation: How to do and use evaluation for improvement and Internal Evaluation: Good Practice provide support for, and examples of, effective internal evaluation. 

 This diagram has at the centre a circle which reads Learner focused evaluation processes - We can do better. Surround this are 5 smaller circles which link back to the centre circle with double ended arrows. From top clockwise they are, Monitoring and evaluating impact, Noticing, Investigating, Collaborative sense making and Prioritising to take action.