Tertiary evaluation indicators – an overview

This suite of tertiary evaluation indicators is intended to reflect what is important when evaluating the quality and value of education provided by tertiary organisations. The indicators help judgements to be made about the TEO’s educational performance and capability in self-assessment.

The indicators have been developed using systems-modelling research, and draw on the perspectives of people working in the sector. They are supported by national and international research and represent ‘work in progress’. They will continue to be developed in light of experience ‘in the field’ and as new research appears.

Full information on the indicators can be found in the publication, Tertiary Evaluation Indicators (PDF, 285KB). Indicators have also been developed for for industry training organisations.

Outcome Indicators

  • Graduates can gain employment, engage with further study and/or contribute to their local and wider community
  • Learners complete final qualifications
  • Learners acquire useful/meaningful skills and knowledge and develop their cognitive abilities (including learning to learn and self-management)
  • Learners improve their well-being and enhance their abilities and attributes
  • Knowledge is created and disseminated
  • Community/iwi development is supported

Facilitating learning pathways

  • Comprehensive and timely study information and advice is provided
  • Continued support is provided to assist learners to pursue their chosen pathways

Fostering effective learning environments

  • Learning environments are planned and structured for the benefit and needs of learners
  • Responses to the well-being needs of learners are appropriate
  • Teachers and learners relate effectively to one another
  • Learning activities and resources are effective in engaging learners
  • Learners have opportunities to apply knowledge and skills in a variety of contexts

Minimising barriers to learning

  • The learning environment is inclusive
  • Policies and procedures minimise barriers to learning

Assessment supports learning

  • Assessment is valid, sufficient, fair and transparent
  • Assessment provides learners and teachers with useful feedback on progress

Engaging with communities

  • There is active engagement with communities
  • Stakeholders are clearly identified and engagement is appropriate and ongoing
  • Stakeholders are informed of developments, barriers and possibilities
  • Effective stakeholder and community engagement is encouraged at all levels in the TEO

Providing relevant programmes

  • Programmes maintain relevance to stakeholders and communities
  • Programme planning is informed by ongoing needs analysis
  • Programmes reflect changes in subject content, resources, teaching practice and technologies

Organisational learning

  • Purpose and direction is clear
  • Leadership is effective
  • Resources are allocated to support learning, teaching and research
  • Policies and practices are legal and ethical
  • Recruitment and development of staff is effective
  • Staff are valued
  • Anticipating and responding to change
  • Self-assessment is ongoing, comprehensive, authentic, transparent, and robust - and leads to worthwhile improvement
  • Balancing innovation and continuity.

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