Key Evaluation Questions

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.

Outcome questions

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

1. How well do learners achieve?

Possible sources of evidence
  • Learner achievement data (retentions, completions etc)
  • Destination data
  • Feedback from learners, staff and other interested communities or individuals
  • Outcome information
Relevant sets of Tertiary Evaluation Indicators
  • Outcomes for learners 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 learners?

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 learners 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 programmes and activities match the needs of learners and other 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
  • Learner 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 effective is the teaching?

Possible sources of evidence
  • Learner feedback on teaching
  • Results of peer observation of teaching
  • Feedback from stakeholders
  • Interviews with staff and learners
  • 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 well are learners guided and supported?

Possible sources of evidence
  • Learner feedback on learning environment
  • Feedback on learner support services
  • Analysis of information on non-completion rates (attritions)
  • Learner destination data
  • Learner and staff opinion
Relevant sets of Tertiary Evaluation Indicators
  • Facilitating learning pathways
  • Assessment supports learning
  • Fostering effective learning environments

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

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.”

 

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