Building Evaluation Expertise in a Government Agency Context  in Aotearoa New Zealand

Ro Parsons

doi:10.26686/nzaroe.v30.10475

Authors

Ro Parsons Victoria University of Wellington https://orcid.org/0000-0002-3164-615X

DOI:

https://doi.org/10.26686/nzaroe.v30.10475

Keywords:

Evaluation expertise, Government agency, Aotearoa New Zealand, Education Review Office

Abstract

The Education Review Office is the external education evaluation agency for schools and early childhood education services in Aotearoa New Zealand. Shifts from an accountability to an improvement-oriented evaluation approach have increased the professional expectations of, and knowledge and expertise required by, external evaluators. This article describes the design and development of two frameworks, Capabilities for High Quality Education Evaluation in Aotearoa New Zealand and External Education Evaluation in Aotearoa New Zealand: Principles of Practice for review officers working in a public sector context. The article also explores the early implementation of the frameworks and concludes that an ongoing focus on the professionalisation and primacy of evaluation practice that focuses on what makes the most difference for learners is critical in addressing educational challenges.

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Author Biography

Ro Parsons, Victoria University of Wellington

Ro Parsons has had a wide-ranging career in education and has held senior leadership roles in the Ministry of Education and Education Review Office. In her role as Deputy Chief Executive Methodology and Professional Practice in the Education Review Office, Ro led the development of a range of research-based evaluation resources for use by evaluators and educators in schooling and early childhood education. These resources included Capabilities for High Quality Education Evaluation in Aotearoa New Zealand and External Education Evaluation in Aotearoa New Zealand: Principles of Practice. Ro’s academic and research interests are primarily focused on the field of evaluation. Her publications relate to mathematics education, teacher professional learning and development, system change and improvement, and evaluation.

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