Ngā hononga kura-whānau e puta ai ngā ihu o ngā ākonga Māori

Helpful rubrics

NZC-Scenario-#32-Literacy-0-anita

The power and value of rubrics lies in their systematic, evidence-based analysis of the range of achievement for a given skill or practice or knowledge base.

Because they provide an explicit set of criteria or indicators, you can use them to evaluate progress and to plan what to work on next to be more effective.

The Measurable Gains Framework

The Measurable Gains Framework is a tool that the Ministry of Education developed to measure and report on progress in implementing Ka Hikitia

The tool takes a systems-level perspective and is easily adapted for use in schools.

A "logic model" provides a one-page overview of the elements that need to be monitored in order to ensure that Ka Hikitia succeeds in achieving its strategic outcome of "Māori enjoying success as Māori".

This model is linked to a set of evaluative rubrics that can be used to measure progress against key elements of the framework.

Each rubric is explicit about the core concept that underpins it and about what constitutes effectiveness.

As schools consider the effectiveness of their programmes for Māori students, they can also think about the concepts of identity, language, and culture and what they mean for teaching and learning.

There are rubrics for a range of valued outcomes, including the following:

  • effective, culturally responsive teaching for Māori learners
  • effective educational leadership; culturally responsive learning contexts and systems
  • effective parent, whānau, and iwi engagement
  • Māori learner progress and achievement
  • Māori learners connected and engaged
  • Māori learners achieving educational success as Māori.

Evaluation indicators for school reviews

The major evaluation question for ERO’s reviews is “How effectively does this school’s curriculum promote student learning – engagement, progress, and achievement?” ERO’s School Evaluation Indicators for school reviews are organised around interrelated dimensions of good practice drawn from national and international research, including that conducted by ERO itself. 

While the evaluation indicators are primarily for ERO’s review officers, ERO’s evaluation theory is based on the idea that there are mutual benefits for schools and ERO in taking a complementary approach to external and internal evaluation:

Complementary evaluation takes the most useful aspects from internal and external evaluation and adjusts these to the relevant context to produce a complete picture of the quality of education provision in that setting. It aims to find a balance between accountability and improvement.

Education Review Office, 2011, page 7

ERO describes a cyclical process of school self-review focused on continuous improvement. The self-review is also consistent with the Ruia inquiry cycle for teachers and school leaders.

ERO encourages schools to use the evaluative questions, prompts, and indicators to conduct their own self-reviews.

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