Integrated assessment for Māori youth learners entering tertiary education for the first time

Author

Hannah Hohapata, Matapuna Training Centre

May 2011

Executive Summary

Entering tertiary education for the first time can be a daunting experience for Māori youth who leave mainstream education with few or no qualifications and a history of truancy, or exclusion from mainstream education

This report provides insight from an action research project using a methodology of integrated assessment with Māori youth learners entering tertiary education for the first time. Mentors worked alongside Māori youth learners to facilitate the assessment process and linked achievement with naturally occurring evidence from activities learners engaged in during the course. Making the most of opportunities for assessment; maximising people within the organisation to “gather evidence”; and challenging attitudes while developing teaching practice were used to achieve key objectives.

This action research project was initially developed to help Māori youth who struggle with assessment using only a workbook. The key objective of the project (Phase 1) was to develop explicit resources and to share the learning gains and resources with other tertiary providers with a high Māori youth profile.

The key outcomes of this Action Research:

• Collaboration between management/staff/students – required input across the organisation
• Student achievement increased by 20-30 credits for learners in the trials during trial timeframe
• Māori achieving success as Māori – engagement with learning was significantly increased when learning linked to acknowledgement of Te Ao Māori and Māori pedagogies eg mentoring
• Teaching practice for this project required more effort and time eg recording of data
• Methodology – this type of assessment did not cater for every learner

This report confronts current organisation, teaching and assessment practice, attitudes and Government policy. It considers a strategic approach to integrated assessment which will be needed to effect sustained change in attitudes and teaching practice. It suggests that a whole of organisation approach across policies and procedures, systems and practice, as well as organisational documentation is necessary. Key change messages, professional development and access to capability funding to build internal capability are required for long term sustainability.

Appendices: Attached to this report are examples of the resources that were developed for the trials. These may be useful to tertiary providers working with Māori youth in Youth Training.

Note: During the timeframe of the project, many of the unit standards linked to the resources changed versions and some resources may require modification. In 2010, the key qualification linked to the project (the NC in Employment Skills e.g. NCES) went to review by NZQA. The elective units inked to the project may in due course, no longer be relevant to the qualification when the review is completed in 2011

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