EER is part of NZQA’s integrated framework for evaluative quality assurance described in Appendix 2 and is an independent evaluation of an institution that leads to a statement of confidence by NZQA in the institution’s educational performance (as described in rule 5.2(a)-(b)) and organisational capability in self-assessment (as described in rule 5.2(c)).
For the purposes of rule 5.1:
educational performance relates to the extent to which the educational outcomes achieved by the institution represent quality and value for students and others:
for EER under rule 6.1 using Te Hono o Te Kahurangi quality assurance for EER, organisational performance relates to the extent to which organisational outcomes (inclusive of educational outcomes) achieved by the institution represent quality and value for ākonga, whānau, hapū, iwi, and hapori Māori (where applicable), other industry stakeholders, and bodies of knowledge such as Mātauranga Māori and Mātauranga ā Iwi.
capability in self-assessment relates to the extent to which the institution uses self-assessment information to understand its educational performance and bring about improvements through applying the requirements for self-assessment set out in Appendix 1.
The four stages of an EER are: scoping (including selection of focus areas); enquiry (including on-site at the institution); reaching conclusions (including analysis); and issuing a report.
In carrying out an EER NZQA will use the evaluation methods, tools, and processes that are published on its website to inform the conduct of each stage of an EER.