NZQA’s approach to programme and micro-credential monitoring
To maintain approval and accreditation to deliver NZQA-approved programmes, tertiary education providers (TEPs) must meet the requirements set out in Rules 13 -15 of the Programme Approval, Recognition and Accreditation Rules.
Programme Approval, Recognition and Accreditation Rules
To maintain approval and accreditation to deliver NZQA-approved micro-credentials, (TEPs) must meet the requirements set out in Rules 11 and 12 of the Micro-credential Approval and Accreditation Rules.
Micro-credential Approval and Accreditation Rules
When you need to participate in monitoring and what you need to do
When NZQA requests it, TEPs must participate in programme and/or micro-credential monitoring.
We have a range of programme or micro-credential monitoring activities, which focus on 1 or more of the criteria to maintain programme or micro-credential approval and accreditation.
For example, we may carry out:
- a visit to the TEP
- moderation of learner samples
- monitoring of a TEP's internal moderation systems
- monitoring of a TEP's programme review.
We carry out most of our monitoring activities at Levels 1 to 6 and Level 7 diplomas remotely.
Determining an overall rating for a programme or micro-credential
TEPs provide evidence relating to the relevant approval and accreditation criteria.
We use this evidence to answer a key evaluation question (KEQ) for programme monitoring, for example:
To what extent does the evidence provided demonstrate that programme delivery meets approval and accreditation criteria?
After answering the relevant KEQ, we determine an overall rating for the programme.
The rating is based on:
- our evaluation of the evidence provided and any issues identified
- the TEP’s self-identification of any gaps or weaknesses
- the level of action needed to fix any issues.
On this page
How we select programmes or micro-credentials and TEOs for monitoring
We take an intelligence-led, risk-based approach to programme and micro-credential monitoring.
For example, we look out for:
- patterns of concerning performance identified in programmes or micro-credentials across the tertiary education sector
- TEP-specific issues such as poor programme or micro-credential delivery or assessment practice, or a change of ownership or governance
- programmes or micro-credentials with specific risk factors such as high growth rates or low fees.
Programme and micro-credential monitoring priorities
Our current monitoring priorities are Levels 1 to 6 programmes across the following subject areas, including Level 7 diplomas:
- business and management, including hospitality management and healthcare management
- information technology and other related fields
- construction
- Early Childhood and Care
- TEPs with Category 3 or 4 rating in their last external evaluation and review.
We're also monitoring the effectiveness of internal moderation systems and programme review processes across a range of TEPs and programme subject areas.
About the monitors we use
Monitors may be NZQA staff, external (contracted) monitors, or a mixture of both.
All monitors have in-depth knowledge and experience in:
- assessment and moderation
- curriculum design
- programme or micro-credential development and delivery.
The monitors are responsible for:
- leading the programme or micro-credential monitoring activity
- evaluating the evidence provided
- drafting the monitoring or micro-credential report
- quality assuring moderation reports, where applicable.
We also contract moderators to verify assessment decisions related to programme learning outcomes.
The moderators produce detailed moderation reports. We summarise the findings in the overall programme monitoring report.
How we choose moderators
We choose moderators based on their subject area expertise, assessment and moderation experience and educational qualifications.
We have a robust conflict of interest process to make sure moderators are neutral.
The programme monitoring process
The programme monitoring report
The report shows if the delivery and assessment of the programme or micro-credential continues to reflect NZQA-approved documentation and the relevant criteria. It also identifies any rule breaches.
The monitors complete a draft monitoring report and ask the TEP for any comments on its factual accuracy.
After considering this feedback, we finalise the report.
About moderation for programme and micro-credential monitoring
The purpose of moderation for programme and micro-credential monitoring is to evaluate whether, overall, the assessment evidence provides assurance that learners meet the graduate profile.
Process
Moderators establish to what extent assessment materials and assessor decisions are fair, valid, consistent and appropriate for the level, given the stated learning outcomes.
The learning outcomes are those developed by the TEP and approved by NZQA against the graduate profile.
We make an overall judgement on the TEP’s assessment evidence, based on the moderation results and the intended graduate profile.
Moderation focuses on learner achievement
We only moderate learner work that has been awarded a pass or achieved grade because the focus is on providing assurance that any credentials or qualifications awarded to learners are credible.