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Published: 30 Jun 2016
The Education Review Office (ERO)'s Strategic Intentions sets out our objectives and how ERO contributes to the Government's priorities for education.
Published: 31 Mar 2021
The Education Review Office (ERO) first introduced evaluation indicators in 2003, revising them in 2010. This new version reflects a deepening understanding of how schools improve, and the role that evaluation plays in that process. It also reflects a strengthened relationship between ERO’s approaches to evaluation in English-medium and Māori-medium settings. It supports external and internal evaluation of schools.
Published: 18 May 2021
Published: 28 May 2021
Wylie reports that there is very little research on the relationship between school governance and student learning. She suggests two reasons for this: (i) governance boards are not an essential feature of effective schools and (ii) it can be hard to separate the contribution of boards from that of school leaders, particularly where a board is school- based.
Published: 27 May 2021
In this paper, the author describes how the current widespread interest in indicators of education quality is the result of three converging strands: school effectiveness research, school improvement research, and information technology. From the beginning there has been a tension between the use of indicators for accountability and improvement purposes; where the balance is struck significantly influences the indicators themselves, how they are organised in domains, and how they are used in practice.
Published: 02 Sep 2020
This Judgement Rubric is an evaluation tool for use in ERO’s evaluations of early childhood services and by the services in their internal evaluation. The rubric is based on the indicators in Te Ara Poutama|Indicators of quality for early childhood education: what matters most.
Published: 14 Apr 2021
This is a resource for parents of children who are homeschooled. It indicates the kinds of questions ERO reviewers may ask in a homeschooling review. You may wish to consider these in preparation for the review and use them yourself when you are thinking about how well homeschooling is going for your child.
Published: 27 Sep 2021
The survey was developed to elicit perspectives of principals involved in the initial implementation of the Schools: Evaluation for Improvement Approach in 75 schools across New Zealand. The survey items were developed in collaboration with the Education Review Office to ensure questions reflected key domains of interest. The survey incorporated Likert scale items, and open-ended items.
Published: 24 May 2021
In her introduction, Thornton says that there is a lack of empirical research focused on effective leadership practice in early childhood education. This mirrors a silence on the subject in the original Te Whāriki (1996).
Published: 29 Apr 2022
This report represents the final phase in the external evaluation of the initial implementation of the approach with the initial group of 75 schools. The intended audience for this report is ERO senior leadership team. It is intended that this report will be used formatively to consider opportunities for refinement and improvement of the approach.
Published: 31 Mar 2021
Evaluates the performance of the education system, the effectiveness of programmes and interventions, and shines a light on good practice.
Published: 22 Jul 2021
Published: 06 Jul 2021
The framework defines the capabilities that are needed to undertake and deliver high quality education evaluations in the diverse contexts of Aotearoa New Zealand.
Published: 08 Apr 2021
The Evaluation Indicators for Education Reviews in Kōhanga Reo is a specialist resource to inform the judgements that review officers make about the quality of children’s experiences while they are taking part in a kōhanga reo programme.
Published: 15 Apr 2021
The Education Review Office has commissioned an independent external evaluator to help guide the development of our new approach. Dr Delwyn Goodrick’s evaluation is designed to provide feedback at key phases of the development and implementation process.
Published: 04 Jan 2014
We worked closely with Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (Te Rūnanga Nui) to develop and monitor a specialist review methodology for Te Aho Matua kura kaupapa Māori. These indicators are used during reviews in Te Aho Matua Kura Kaupapa Māori.
Published: 27 May 2021
In her introduction, Berryman offers a brief critique of the current set of evaluation indicators and their framing. While broadly approving, she expresses concern that the relational and dynamic nature of the Dimension 6 indicators is not made explicit. Even more fundamental, although the document references the Treaty of Waitangi in the Introduction, the wording casts Māori in a recipient role rather than as one of two equals in a partnership.
Published: 15 Apr 2021
We have moved to a more developmental approach to evaluation, supporting each school’s improvement over time. This evaluation approach to school improvement is called Te Ara Huarau, previously known as the New Schools Operating Model.
Published: 06 Apr 2021
Te Pou Mataaho use their specialist kaupapa Māori research and evaluation expertise to support Māori enjoying and achieving education success as Māori.
Published: 15 Apr 2021
Slides that can be used in presenting information about Te Ara Huarau. It covers what has informed this new approach, principles and values, what will the approach look like and what happens next.
