Quality Assurance (including External Evaluation and Review (EER)) Rules 2016 (v3)

APPENDIX 1: Requirements for self–assessment

  1. Institutions and transitional ITOs must implement the following requirements for self-assessment:
    1. implement self-assessment using the key features of effective self-assessment set out in clause 2 of this Appendix:
    2. except where Te Hono o Te Kahurangi quality assurance for EER is used, answer the key evaluation questions to provide a common basis for both the self-assessment and external evaluation and review processes set out in clause 3 of this Appendix:
    3. where Te Hono o Te Kahurangi quality assurance for EER is used, respond to the pātai aromātai set out in clause 4 of this Appendix:
    4. use relevant minimum quantitative and qualitative data on such matters as learner enrolments, retentions and completions, to achieve the objects of clause 5 of this Appendix.

2.  The key features of effective self-assessment referred to in clause 1(a) of this Appendix are in the following clauses 2.1 to 2.3.

  1. The institution or transitional ITO uses ongoing processes to gain evidence of its own effectiveness in providing quality education.
  2. The processes the institution or transitional ITO uses are comprehensive, authentic, transparent, and robust.
  3. The processes referred to in clauses 2.1 and 2.2 are focussed on:
    1. needs assessment:
      1. being the extent to which the institution or transitional ITO systematically determines and addresses the needs of the relevant students, employers and the wider community; or
      2. where Te Hono o Te Kahurangi quality assurance is used, being the extent to which the institution or transitional ITO systematically determines and addresses the needs ofākonga, whānau, hapū, iwi, hāpori Māori (where applicable), other industry stakeholders, and bodies of knowledge such as Mātauranga Māori and Mātauranga ā Iwi:
    2. processes and practices that support successful learning and help achieve outcomes:
    3. student achievement, being the impact of educational provision on student progress and the achievement of intended learning outcomes:
    4. outcomes for students, including educational achievement and longer term economic, social, and cultural benefits for them, and:
      1. the value of those achievements for the relevant students, employers and the wider community; or
      2. where Te Hono o Te Kahurangi quality assurance for EER is used, the value of those achievements for the relevant students, ākonga, whānau, hapū, iwi, hāpori Māori (where applicable), other industry stakeholders, and bodies of knowledge such as Mātauranga Māori and Mātauranga ā Iwi:
    5. using what is learned from self-assessment to reach evidence-based conclusions, to inform decision-making on strategic and business planning, and to drive improvements:
    6. actual improvements that have occurred, and the extent to which those improvements are relevant and worthwhile.

3.  The key evaluation questions referred to in clause 1(b) of this Appendix are:

    1. How well do students achieve?
    2. What is the value of the outcomes for key stakeholders , including students?
    3. How well do programme design and delivery, including learning and assessment activities, match the needs of students and other relevant stakeholders?
    4. How effectively are students supported and involved in their learning?
    5. How effective are the governance and management in supporting educational achievement?
    6. How effectively are important compliance accountabilities managed?

4.  The pātai aromātai for the purposes of clause 1(c) of this Appendix are:

    1. Ka pēhea tā koutou whakapuaki i te kaupapa, ā, ka pēhea koutou e mōhio ai e whakatutukihia ana?; and
    2. The kaupapa as consistent with Te Hono o Te Kahurangi are:
      1. Rangatiratanga
      2. Whanaungatanga
      3. Manaakitanga
      4. Pūkengatanga
      5. Kaitiakitanga
      6. Te Reo Māori

5.  Relevant minimum quantitative and qualitative data referred to in clause 1(d) of this Appendix should meet the following objectives:

    1. being available to enable the key evaluation questions to be answered consistently or, for Te Hono o Te Kahurangi quality assurance for EER, being available to enable the pātai aromātai to be answered consistently:
    2. generating comprehensive evidence that an institution needs for the purposes of:
      1. answering the key evaluation questions or, for Te Hono o Te Kahurangi quality assurance for EER, answering the pātai aromātai;
      2. providing the basis for making valid comparisons; and
      3. reaching consistent conclusions about performance and quality.

 


"Stakeholders" for each institution or ITO will be different groups of people, but are likely to include some or all of students, communities, employers, professional bodies, and other relevant local and national groups.

 

 
 
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