Tertiary Evaluation Indicators

Download the full Tertiary Evalution Indicator (PDF, 285KB) publication.


Tertiary evaluation indicators and Key evaluation questions (KEQs) are the main tools of external evaluation and review. The other main tools are the performance criteria used to reach judgements about educational performance and capability in self-assessment.

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View the Tertiary Evaluation Indicators (PDF, 515KB). This will open in a new window.

Indicators are shown in the right hand column below. The column on the left indicates the sets to which the indicators belong.

  • Complete formal qualifications
  • Acquire useful skills and knowledge and develop their cognitive abilities
  • Improve their well-being and enhance their abilities and attributes
  • Knowledge is created and disseminated
  • TEO makes a contribution to community life
Facilitating learning pathways
  • Comprehensive and timely study information and advice is provided
  • Continued support is provided to assist learners in pursuing 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 community engagement is encouraged at all levels in the organisation
Providing relevant programmes
  • Programmes maintain relevance to communities
  • Programme planning is informed by ongoing needs analysis     
  • Programmes reflect changes in subject content, resources, teaching practice and technologies
Managing change strategically
  • Anticipating and responding to change
  • Responding to results of self-assessment
  • Balancing innovation and continuity
Organisational purpose and direction
  • 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

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