Hei Taunaki i te ako

Assessment and moderation for te reo Māori in the tertiary sector in

Aotearoa New Zealand

Kaupapa• 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.

The programmes for the research will be selected on the following basis:

• Different types of provider i.e. PTE, Wānanga, ITP, University, Marae based etc

• Different forms of provision i.e. e-learning, blended learning etc• Different levels i.e. level one through to degree level study• High success and completion rates• Reputation across the sector• Strong hapū, iwi or community support

Ko ngā wānanga

• Te Wānanga o Aotearoa-Diploma in te reo Māori level 5

• The University of Waikato-Major in Te Reo Māori

• Auckland University of Technology-Master of Arts Te Reo Māori (Tikanga Rangahau)

• Te Panekiretanga o te reo Māori

Ngā tauira

• te reo Māori learners in the tertiary sector can not be easily defined

• diverse group, with different language proficiencies, needs, and goals

• “koekoe te tūī, ketekete te kākā, kūkū te kereru, tekekō te pīkaokao”

Ngā aromatawai

• Assessments Reflective of Organisations Values • Modern Assessments• Whānau, Hapū and Iwi Aspirations in

Assessments • Speaking, listening, reading and writing

assessments• Constructive Feedback • Dedicated Assessment Time

Ngā momo aromatawai

• Iti rearea, teitei kahikatea ka taea

• Ae, kao rānei

Iti rearea…

• “For me the assessments really helps us to locate where the students are in their language journey, because, well as you know they are not all the same. I mean the programme is for beginners, but they come in with different abilities. Its through the assessments that we can get some idea of where the students is at, and what they need to focus on. The assessments give us this important information.”

• “…I mean you have to ask yourself are the assessments really telling us about our language. I mean you can get the degree, and score well in the assessments and then go home and speak English. And then, some people, well, they get a C pass and get the same degree and someone with an A. Is it about our language or the degree?”

• “Mā te aromatawai koe ka mōhio ki te taumata o te reo o ngā tauira. He mea nui te aromatawai, he mea nui rawa ki a mātau, ki ngā tauira.”

• “Ehara i te mea he pepa reo anake tēnei. E kao. He taha rangahau tana, he taha reo hoki tana. Ko te mahi o nga aromatawai o tēnei pepa, he whakatewhatewha i ēnei mea e rua. I ētahi wā he uaua” (Its not as if this is just a language paper. No. It has a research component, it has a language component. What the assessments do is test both of these aspects. Sometimes this is a difficult thing to do).

Ae/kao

• “Its for people who are fluent in Māori. We take them to a level of fluency where they can rightly say they have reached the excellence of Māori language attainment .”

• “Ko te kaupapa o tēnei wānanga, he ako i te tauira ki nga rerenga o te whaikorero, o te karanga me ngā tikanga a o te marae. Ko ngā mahi ka whakangungua, ko te whakairo tika i te kōrero, ko te taki i te karakia, i te whakapapa, ko te iere i te waiata kia waitī, ko te wānanga i te whakataukī, i te tū me te kori o te tinana, ko te whakakōrero i ngā whatu, i te kanohi me ngā ringaringa, ko te whakahīkoi tika i ngā waewae. E oti ai ēnei, kua whakangungua te tauira tānei ki te mau i te rakau e pai ana ki a ia. Ko ēnei rākau ko te tokotoko, ko te tiripou, ko te patu, ko te toki, ko te taiaha, ko te tewhatewha.

• Ko mātau tokotoru te mana o tēnei wānanga. Kai o mātau ringaringa te ora te mate rānei o ngā tauira. Kai te kōrero mana ahau. Inā puta te ihu o te tauira, me matatau marika ia ki te reo me ngā āhuatanga katoa. Koi mimiti te mana o te kaupapa me ngā tohunga.

12 KEYNOTE SPEAKERS | 136 PRESENTATIONS | EXHIBITIONS

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