Te aromihi pouako e puta ai ngā ihu o ngā ākonga Māori

Helpful rubrics

The power and value of rubrics lies in their systematic, evidence-based analysis of the range of achievement for a given skill, practice, or knowledge base. And because they provide an explicit set of criteria or indicators, often within a matrix covering multiple aspects or levels of practice or knowledge, they can be used to evaluate progress and to plan what to work on next to be more effective.

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The Measurable Gains Framework

The Measurable Gains Framework is a tool that the Ministry of Education has developed to enable it to measure and report on progress in implementing Ka Hikitia. The tool takes a systems-level perspective but 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 achieving education 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. As schools consider the effectiveness of their programmes, the rubric will help them think about the identity, language, and culture of their Māori students and what they mean for teaching and learning.

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

  • 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 2011 evaluation indicators are organised around six interrelated dimensions of good practice drawn from national and international research, including that conducted by ERO itself. Those dimensions are:

  • student learning – engagement, progress, and achievement
  • effective teaching
  • leading and managing the school
  • governing the school
  • safe and inclusive school culture
  • engaging parents, whānau, and communities.

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 that is focused on continuous improvement and that is consistent with the inquiry cycles for teachers and school leaders that the Ruia websites are based upon. ERO encourages schools to use the evaluative questions, prompts, and indicators to conduct their own self-reviews.

It is clear from the evaluation indicators that ERO expects teachers and principals’ appraisal goals to be aligned to the school’s strategic goals and focused on improvement. It is also clear that ERO expects appraisal documentation to be used as a source of evidence for understanding how well schools are doing in relationship to some of the dimensions of good practice.

 

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