Hei Taunaki i te Ako: Assessment and moderation for te reo Māori in the tertiary sector in Aotearoa New Zealand
Dr Rangi Matamua, Kahukura Consultants
About the project
This report contains findings from an analysis of a selected literature review, an examination of four organisational structures, and a qualitative survey of eight kaiako (lecturer/teacher) and 17 students from the selected providers. This particular report is concerned with understanding issues of assessment and moderation of te reo Māori within the tertiary sector.
The projects aim has been to establish a better understand good practice in terms of assessing and moderating te reo Māori at the tertiary level. The scope of the research is to develop a summary of good practice that relates to assessment and moderation standards for te reo Māori in the tertiary sector, based on the study of four successful te reo Māori tertiary programmes.
One of the fundamental limitations with this research is the lack of any language benchmark for te reo Māori at the tertiary level. Unlike secondary school education, which has a standard curriculum, tertiary institutions develop their own teaching and learning levels based on their teaching abilities and the needs of the students. These teaching and learning levels can differ considerably from institution to institution, therefore trying to determine a best approach for the entire sector is very difficult. However, there are some common characteristics of good practice that can be applied regardless of the institution, and this report attempts to highlight these key features.
The literature review shows that while the instruction of te reo Māori has been part of the New Zealand education system since the 1960s, the actual development of educational resources for the language began as far back as the early 1800s. However, findings also reveal that for the tertiary level, there is little research or literature centred on assessment and moderation for te reo Māori.
Four providers were involved in this study, and each has its own unique organisational structure, vision, and goals. These providers represent a cross-section of successful te reo Māori teaching institutions, and teach te reo Māori across a number of different language acquisition levels.
Successful assessment and moderation
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Reflects the values and goals of the organisation
Successful assessment and moderation reflect the organisation's values and goals. These assessments test the student’s abilities to achieve the outcomes the provider has established. If the organisation is focused on increasing spoken te reo Māori, this should be reflected in both the assessments and moderation. Likewise, if the organisation is focused on teaching karanga and whaikōrero then again this needs to be shown in the assessment and moderation component.
Is relevant to the learner
Successful assessment and moderation needs to be modern and relative to the students enrolled on the te reo Māori programme. These same assessment and moderation processes should focus on the use of modern language and modern situations, and reflect the world in which the students live. Furthermore, assessment and moderation need to change and develop to keep pace with a changing society.
Supports whānau, hapū and iwi aspirations
Whānau, hapū, and iwi aspirations need to be part of successful assessment and moderation. These aspirations need to be taken into account when te reo Māori testing is being developed. If whānau wish to increase the amount of te reo Māori used in the home, then both the focus on the programme and the assessment and moderation approach should be driven by this desire. Likewise, if iwi and hapū are seeking to increase the amount and quality of the language used in ceremonies, then the assessment and moderation should again reflect this want.
Focuses on speaking, listening, reading and writing
Successful te reo Māori assessment and moderation at the tertiary level concentrate on the four main areas: speaking, listening, reading, and writing. Of these four aspects, participants to this survey identified speaking as the most vital in securing the future of the language. While it is agreed that all four components are important, the feedback from the interviews highlight student’s desire for more assessment and moderation concentrated on improving their spoken language.
Is in a continuous state of change
Assessment and modertaion for te reo Māori must be continuously changing to evolve with the needs of the language and, learners and whānau.
Constructive feedback is vital in successful assessment and moderation. This feedback should include the findings from the assessments, with follow-up discussions supporting students on their language journey. This feedback lets students know where they sit in relation to their language progression, and also identifies areas where they need to improve. Also, follow-up tests should be implemented for students to understand how they are developing.
Set appropriate time aside
Time must be a part of successful te reo Māori assessment and moderation within the tertiary sector. Time should be set aside to develop, implement, and review assessments, and to improve the moderation processes. Students also need to spend time with kaiako going over their assessment results and planning the next stage of their language journey.
This study shows that more research into successful te reo Māori assessment and moderation within the tertiary sector needs to be conducted. This study should been seen as one component in a much larger research movement that looks to better understand how successful assessment and moderation can be developed and applied across the tertiary sector.
|The report from this project is published under the Creative Commons 3.0 New Zealand Attribution Non-commercial Share Alike Licence (BY-NC-SA). Under this licence you are free to copy, distribute, display and perform the work as well as to remix, tweak, and build upon this work noncommercially, as long as you credit the author/s and license your new creations under the identical terms.|