Key Evaluation Questions

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Key evaluation questions (KEQs) and Tertiary Evaluation Indicators are the main tools of external evaluation and review. Along with performance criteria, these tools are used to reach judgements about educational performance and capability in self-assessment.

Click on a linked question below to find the possible sources of evidence and the relevant sets of Tertiary Evaluation Indicators.

Outcome questions

Outcome questions focus on the value of the outcomes achieved in tertiary education.

1. How well do students achieve?

Possible sources of evidence

  • Student achievement data (retentions, completions etc)
  • Destination data
  • Feedback from students, staff and other interested communities or individuals
  • Outcome information

Relevant sets of Tertiary Evaluation Indicators

  • Outcomes for students and communities
  • Fostering effective learning environments
  • Minimising barriers to learning
  • Managing change strategically
  • Assessment supports learning
  • Organisational purpose and direction

2. What is the value of the outcomes for key stakeholders [1], including students?

Possible sources of evidence

  • Analysis of stakeholders feedback and graduate data
  • Graduate satisfaction feedback
  • Outcome information
  • Employment data
  • Destination data
  • Analysis of sector benchmarking information

Relevant sets of Tertiary Evaluation Indicators

  • Assessment supports learning
  • Outcomes for students and communities
  • Engaging with communities
  • Providing relevant programmes
  • Managing change

Process questions

Process questions focus on the quality and value of the key contributing processes in tertiary education.

3. How well do programme design and delivery, including learning and assessment activities, match the needs of students and other relevant stakeholders?

Possible sources of evidence

  • Results of analysis of stakeholder feedback
  • Entry requirements for course and programmes
  • Employer feedback on graduates
  • Feedback from graduates in employment
  • Student achievement information (trends over time)

Relevant sets of Tertiary Evaluation Indicators

  • Minimising barriers to learning
  • Assessment supports learning
  • Engaging with communities
  • Providing relevant programmes
  • Managing change strategically
  • Organisational purpose and direction

4. How How effectively are students supported and involved in their learning?

Possible sources of evidence

  • Student feedback on teaching
  • Results of peer observation of teaching
  • Feedback from stakeholders
  • Interviews with staff and students
  • Teaching and learning plans

Relevant sets of Tertiary Evaluation Indicators

  • Fostering effective learning environments
  • Minimising barriers to learning
  • Assessment supports learning
  • Managing change strategically

5. How effective are governance and management in supporting educational achievement?

Possible sources of evidence

  • Student feedback on learning environment
  • Feedback on student support services
  • Analysis of information on non-completion rates (attritions)
  • Student destination data
  • Student and staff opinion

Relevant sets of Tertiary Evaluation Indicators

  • Facilitating learning pathways
  • Assessment supports learning
  • Fostering effective learning environments

6. How effectively are important compliance accountabilities managed?

Possible sources of evidence

  • Reports, minutes and records of the activities of the governance body
  • Records and reports of consultation e.g. with whānau, communities, employers, business
  • Strategic and business plans with evidence of the approach to meeting identified needs and aspirations

Relevant sets of Tertiary Evaluation Indicators

  • Engaging with communities
  • Managing change strategically
  • Organisational purpose and direction

Common platform

The KEQs are designed to explore what are widely regarded as the most important dimensions of educational quality: programme content and design, and delivery and outcomes. They provide a common platform for the external evaluation and review of TEOs regardless of their size or the type of programmes they offer.

These high-level, open-ended questions focus on either the outcomes achieved or the key processes contributing to the outcomes.

You may find the KEQs and the Tertiary Evaluation Indicators useful for self-assessment. They can create a strong link between your self-assessment and the external evaluation and review. By using the same tools, TEOs and evaluators can engage in conversations using common definitions and understandings.

However, you will also need to use your own questions or indicators for self-assessment activities, to reflect features unique to your organisation.

'It makes you look at yourself and be honest and see what you can do to improve… I like that it focuses on the learner and the delivery of programmes and what the learner is getting out of the programme.'

TEO staff member

[1] ‘Stakeholders’ can be different groups of people in different TEOs, but are likely to include some or all of: students, communities, employers, professional bodies and other relevant regional and national groups.

 
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