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Cashmere High School, Christchurch.  \nThe other photos throughout this report are provided by the schools included in the report.  \nInternal evaluation: Good practice  \nPublished 2015 © Crown copyright ISBN 978-0-478-43830-7  \nExcept for the Education Review Office’s logo and the photographs of people used throughout this report, this copyright work is licensed under Creative Commons Attribution 3.0 New Zealand licence. In essence, you are free to copy, distribute and adapt the work, as long as you attribute the work to the Education Review Office and abide by the other licence terms. In your attribution, use the wording ‘Education Review Office’, not the Education Review Office logo or the New Zealand Government logo.  \nInternal evaluation: Good practice. November 2015 3  \nForeword  \nInternal evaluation requires boards, leaders and teachers to engage in deliberate, systematic processes and reasoning, with improved outcomes for all learners as the aim.  \nThis good practice report showcases 13 schools and how they’ve used internal evaluation to change their practice to support students to achieve. The findings from this report have informed the joint Ministry of Education and ERO resource Effective School Evaluation: How to do and use internal evaluation for improvement.  \nAs these examples show, internal evaluation is about asking questions and digging deep into data and evidence. The schools in this report identified where student achievement was not good enough, investigated, made sense of it, took action and then evaluated the impact of their action. They were relentless, where their actions did not work, they took different actions. They were ambitious for each and every learner.  \nWhat these schools did is replicable – these stories will inspire principals, boards and teachers to identify every child and young person underachieving or at risk of underachieving and work out how to improve their educational outcomes.  \nPage 10 of Effective School Evaluation says: “The whole point of internal evaluation is to assess what is and is not working, and for whom, and then to determine what changes are needed, particularly to advance equity and excellence goals. Much more than a technical process, evaluation is deeply influenced by the school’s values and how it sees its role in the community. Effective internal evaluation is always driven by the motivation to improve, to do better for the students.”  \nCollectively, this report, the Effective School Evaluation resource and the School Evaluation Indicators tell you what’s important and how to go about achieving positive student outcomes.  \nIona Holsted  \nChief Review Officer Education Review Office  \nNovember 2015  \nContents  \nOverview 5  \nIntroduction 6  \nSection one: Leadership for effective internal evaluation 7  \nSection two: Internal evaluation processes and evaluative reasoning 11  \nSection three: Individual evaluation narratives 16  \nConclusion 66  \nAppendix 1: Sample of schools 67  \nAppendix 2: Methodology 67  \nInternal evaluation: Good practice. November 2015 5  \nOverview  \nThis good practice report shows the range of ways schools have effectively done and used internal evaluation for improvement. ERO visited 13 schools in Terms 3 and 4, 2014, that had been identified during their regular ERO reviews as  \nhaving effective internal evaluation.1 ERO investigated:  \n> how the schools knew what and how to improve  \n> how the schools knew how they were going> what conditions and actions supported the schools’ internal evaluation activities> how the schools had developed capability  \nand expertise in evaluation  \nWhile schools are required to maintain a programme of ongoing internal evaluation in relation to the National Administration Guidelines,2 they can develop their own approach to improving student learning and addressing national priorities within their own c","cbCaisFdnDBnRb6Y","https://ap.wps.com/l/cbCaisFdnDBnRb6Y","pdf",1508719,68,"English","# Overview\n## Introduction\n# Section one: Leadership for effective internal evaluation\n# Section two: Internal evaluation processes and evaluative reasoning\n# Section three: Individual evaluation narratives\n# Conclusion\n# Appendix 1: Sample of schools\n# Appendix 2: Methodology","[{\"question\":\"What is the aim of internal evaluation according to the report?\",\"answer\":\"Internal evaluation aims to support deliberate, systematic reasoning that leads to improved outcomes for all learners.\"},{\"question\":\"How did the 13 schools use internal evaluation in everyday practice?\",\"answer\":\"They embedded internal evaluation into daily routines rather than treating it as a one-off accountability exercise, using processes that help teachers and leaders inquire critically and continuously improve.\"},{\"question\":\"What steps did the schools follow when student achievement was not sufficient?\",\"answer\":\"The schools identified gaps, investigated causes using data and evidence, made sense of findings, took action, and then evaluated whether the action improved learning.\"}]","Internal evaluation - Good practice - November 2015 | PDF",1789462699,171]