Self-Assessment and Internal Evaluation

To provide operational procedures that outline quality practices for internal self-evaluation and evaluation at the Otago Polytechnic Business Division of Te Pūkenga.

• New Zealand Qualifications Authority (NZQA) self-assessment guidelines - Using Evaluation to Strengthen Organisational Self-Assessment
• NZQA Quality Assurance (including External Evaluation and Review Rules 2021)
• NZQA Key Evaluation Questions
• NZQA Tertiary Evaluation IndicatorsTEI Annual Compliance an Overview

1. These procedures are informed by evidence that is intended to improve outcomes for learners (ākonga) (e.g., ākonga feedback on courses, teaching staff (Kaiako), and programmes of study); as well as improve overall service delivery and quality improvement (e.g., service area reviews).  Self-assessment and internal evaluation at Otago Polytechnic Business Division (OPBD) are carried out through:

• Annual Programme Evaluation and Review (APERs)
• Internal evaluation reviews

2. This procedure is supported by education performance indicators (EPIs), ākonga surveys, course and programme of study evaluations and kaimahi/staff member colleague and customer feedback. Collated data is reported internally and externally.
3. Te Kāhui Manukura/or equivalent will evaluate their effectiveness in supporting educational achievement annually.
4. Each academic area will conduct annual reviews and ongoing self-assessment activities in order to recognise and promote effective quality management throughout the institution.

4.1. Self-assessment focuses on programmes of study area performance in relation to Te Pūkenga’s strategic priorities.

4.2 Self-assessment activities and events are intended to lead to improved outcomes for ākonga and other stakeholders and meet internal and external quality assurance requirements.

5. Internal evaluation will provide advice and guidance around self-assessment activities and continuous quality improvement processes, with the key intentions of:

• Embedding self-assessment and review as an essential part of quality across OPBD.
• Enhancing capability in evaluative conversations, making sense of data, understanding what is working well and why, and how this informs evidence-based decision making to implement worthwhile improvements.
• Using values-based/strengths-based models to provide a platform for kaimahi/staff members to highlight and affirm the strengths of their work and their team/area, to value what is being done and to support an improvement-focused learning environment and organisation.

6. Internal evaluation and self-assessment will be supported by a range of surveys, feedback, and evaluations to be carried out centrally online through People and Culture. The range includes but is not limited to:

• A commencing ākonga survey.
• Course evaluations.
• Ākonga feedback on teaching.
• Kaimahi feedback on colleagues and leaders.
• Programme satisfaction survey.
• Graduate destination survey.

6.1 It is the responsibility of the Formal Leader to ensure that a survey/feedback/evaluation plan is in place and that kaimahi are obtaining feedback from ākonga, customers and colleagues as required by OPBD.

6.2 Information on how all feedback processes work is available on Tūhono and from  People and Culture.

6.3 Surveys will be conducted at a time which is appropriate and relevant to the individual survey type.

6.4 All courses are to be evaluated annually.

• In accordance with the Staff Development policy, the following requirements apply:

1. All Kaiako will obtain annual ākonga feedback on teaching.
2. All kaimahi will participate in either Leading at OP 360 or Whakahoki Kōrero and will obtain feedback via survey mechanisms (refer to Clause 6.) once every two (2) years and Formal Leader feedback on an ongoing basis.

6.6 All survey data will be collated, and analysed, and individual reports will be accessible through online reporting portals provided to the kaimahi/programme of study/College/Service Area, as appropriate.

6.7 Ākonga will be provided with the response to their feedback on courses and programmes of study by their lecturer/Programme Lead/Head of College/or equivalent within one (1) month of the report being available to view.

6.8 In the case of concerning ākonga feedback, the Organisational Researcher will consult with the Deputy Chief Executive; Academic Delivery/or equivalent and Director: Academic Excellence/or equivalent about addressing this with the applicable Formal Leader.

7. Kaiako teams engage in the APER process which focuses on responding to New Zealand Qualifications Authority’s (NZQA) Key Evaluative Questions – refer to Annual Programme Evaluation Review Guidelines on Tūhono.

7.1 Completed APERs are reviewed by the relevant Head of College/or equivalent who assigns ratings for performance dimensions and self-assessment capability along with an overall rating for performance and a rating for capability in self-assessment.

7.2 APERs for degree programmes of study that are self-monitoring are submitted to NZQA along with a summary report.

7.3 An overall summary and analysis of APER reports is provided to Te Kāhui Manukura and Academic Committee.

Policies

• Monitoring of Degree and Postgraduate Programmes – OPBD Procedure

• Staff Development Policy