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He Whakaputanga Whakaaro –
Introduction for Mäori Medium forums

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National Education Monitoring
ISSN 1174 - 247X
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Contact details:
Email : earu@otago.ac.nz  
Freephone 0800 808 561
Fax 64 3 479 8561

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Last updated October 2008
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CLICK on cover above for full 1999 report


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Tähü Körero
History

Te Pütaiao
Science
Ngä Toi
Art
Ngä Kauwhata,
Ngä Tütohi,
Ngä Mahere

Graphs, Tables & Maps

Ngä Wero
Challenges
Ngä Haurahi ka Wätea

Opportunities
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Conclusion

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I te tau 1999, i te wä tonu e mahia ana te kaupapa tätari i te mätauranga i ngä kura katoa, ka mahia e NEMP tëtahi kaupapa ä-motu e tätari ana i ngä äkonga tau 8 e akongia ana i te reo Mäori. Ko ngä putanga o aua tätaritanga o ngä äkonga Mäori tau 8 e akongia ana i te reo Mäori, rätou ko ngä äkonga Mäori tau 8 e akongia ana ki ngä kura rïroa, kei te takoto i roto i pürongo a NEMP, Assessment Results for Mäori Students 1999 – Science; Art; Graphs, Tables and Maps.

. In conjunction with the 1999 assessment programme in general education, NEMP assessed a national sample of year 8 students in Mäori immersion education. The results for year 8 Mäori students in immersion education along with results for year 8 Mäori students in general education are given in the NEMP report, Assessment Results for Mäori Students 1999 – Science; Art; Graphs, Tables and Maps.


IMPORTANT NOTE RE TRANSLATION: Translations for each 'He Whakaputanga Whakaaro' and report are historic, reflecting the translation as at the time of printing. Variations in translation in the body text may therefore occur from one year to the next. Headings however, have been standardised and reflect current translations if they appear consistently through each 'He Whakaputanga Whakaaro'.



 HEI WHAKATAKI 1999 .  INTRODUCTION 1999

Koianei ia te wä tuatahi kua uru mai ngä äkonga o ngä whakaakoranga reo Mäori ki ngä mahi a NEMP, mai i töna tïmatanga i te tau 1995. Koianei anö hoki te wä tuatahi kua whakahaerehia ëtahi kaupapa tätari mätauranga i roto katoa i te reo Mäori.

He maha ngä tatau kua tuwhera ki a NEMP i tënei kaupapa, arä, i te wähanga whakamahere, i ngä whakamaori, i te whakamätau i ngä kaiwhakahaere, i te whakahaere i ngä tümahi, ki te tätari i ngä urupare a ngä äkonga, i te aroturuki me te whakapürongo i ngä putanga.

He mea nui kia maumahara tätou, ko te whäinga nui i roto i te kaupapa aroturuki ä-motu, kia taea ngä tino körero e whakamöhio ana, he aha ngä mätauranga kei ngä tamariki, nö whea aua mätauranga, nö ngä mahi he mea ako i te kura, nö hea ake ränei. Kei roto i ngä putanga, ka kitea te whakaaro nui ki ngä tauira, ki tä rätou eke haere i ngä taumata, te whakanui o aua ekenga taumata, te tohutohu ki ngä wähi o te ratonga mätauranga hei whakarerekë, me te tuku i ngä rauemi e tika ana.

I pä mai ëtahi uauatanga ki a NEMP i roto i tënei tana tau tuatahi ka tätaria e ia ngä äkonga Mäori rumaki reo. E whai ake nei ko ëtahi o aua uauatanga arä,

• he tokomaha ngä äkonga rumaki reo kätahi anö nei kua uru atu ki te whakaakoranga rumaki reo, ä, me te tüpuhi o ö rätou reo Mäori.

• i kitea, he uaua te tahuri i ëtahi o ngä tümahi me ngä rauemi mai i te reo Ingarihi ki te reo Mäori (hei tauira atu, ko ëtahi o ngä kupu Ingarihi hangarau nei, käore he kupu Mäori e rite ana).

• he roa ake te wä e pau ana ki te whakaoti i te mahi tätari i roto i te reo Mäori i te reo Ingarihi. Ko te otinga atu o tënei, i mahue ëtahi o ngä tümahi, käore ränei i oti, nä te pau o te wä.

• ngä rerekëtanga i roto i ngä whakahaere o ia tümahi.

• i kitea i ëtahi wä, käore pea i te kaha te mahi a ngä äkonga rumaki reo Mäori i ëtahi o ngä mahi nei. He kore pea nö rätou e tau ki ngä tikanga o te kaupapa nei.

Nä ënei uauatanga, käore i whakakuhuna ëtahi o ngä tümahi ki roto i ngä tätaritanga whakaotinga, me ngä pürongo i puta. 17 o ngä tümahi pütaiao 33, e 5 o ngä tümahi toi e 9, e 5 anö hoki o ngä ripanga, kauwhata, mahere 27 i tangohia i te pürongo, me ngä whakatauritenga i waenganui o ngä äkonga Mäori rumaki reo rätou ko ngä äkonga Mäori mätauranga rïroa.

Me kaua tätou e pöhëhë ko ngä putanga o ngä mahi aroturuki i ngä ekenga mätauranga o ngä äkonga Mäori rumaki reo i tënei tau ngä tino körero, käore, he tohu noa iho rätou ki ngä nekeneke whänui. Me nui tonu ngä mahi me te whai märamatanga i mua o te kï, käore he ärikarika o te tautoko i ënei aroturuki ä-motu hei mea tohu ki ngä putanga mätauranga. Häunga tërä, he pai ngä putanga whänui mö ngä äkonga Mäori rumaki reo, rätou ko ngä äkonga Mäori mätauranga rïroa, ä, e tika ana kia whakanuia tënei.

 

This is the first time that children in Mäori immersion education have participated in the National Education Monitoring Project (NEMP) since it began in 1995. This is the first time that NEMP has conducted assessment in te reo Mäori .

This new undertaking for NEMP has offered exciting challenges in the areas of task development and selection, translations to te reo Maori, administrator training, task administration, student responses, and the analysis and reporting of results.

It is important to remember that the main goal of national monitoring is to provide detailed information about what New Zealand’s children know and can do, regardless of what may or may not have been formally taught in schools. The reported results allow recognition of patterns of performance, celebration of successes, and identification of desirable changes to the delivery of education and supporting resources.

NEMP experienced a number of significant difficulties in its first year of assessment of children in Mäori immersion education. These included

• variations in the length of time students had spent in immersion programmes, with the consequence that some students had very limited skills in te reo Mäori .

• challenges in the translation of tasks and materials from English to Mäori (for example, many technical terms did not have well established Mäori equivalents).

• the assessments generally took longer to administer in Mäori than English. This resulted in many incomplete or unattempted tasks due to insufficient time.

• variations in the administration of tasks.

• in some instances, an apparent lack of motivation of Mäori immersion students to engage in specific tasks. This may have resulted from cultural factors.

.These difficulties led to the exclusion of some tasks in the final analyses and reporting. 17 of the 33 science tasks, 5 of the 9 art tasks, and 5 of the 27 graphs, tables and maps tasks were excluded when making comparisons between Maori students in immersion education and Mäori students in general education.

The results from this first year of monitoring student achievement in Mäori immersion education need to be seen as indicative only. There is much to be done and understood before national monitoring results for Mäori immersion education can be viewed with the same confidence as the results provided for students in general education. Notwithstanding, the overall results for Mäori students in immersion and general education are positive, and there is much to celebrate.

     
 TÄHÜ KÖRERO
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 HISTORY
Kua huri haere te ähua o te mätauranga rumaki reo Mäori i roto i te 15 tau kua pahure, me te mea anö, kei te huri tonu. Ko ngä rauemi ä-tangata, ä-rawa hoki a ngä hapori mätauranga rumaki reo Mäori nei, e ahu mai ana i roto i aua hapori anö.

He maha, he rerekë hoki ngä kaupapa whakaako rumaki reo. He rerekë anö hoki te matatau ki te reo o ngä äkonga rätou ko ngä kaiwhakaako kei roto i ngä whakaakoranga nei. Kei tëtahi pito, ko ngä rüma reo rua i roto i ngä kura rïroa, ä, kei tëtahi anö pito, ko ngä Kura Kaupapa Mäori e ako ana i te katoa o ngä mahi i roto i te reo Mäori. I runga i tërä ähuatanga, he tino rerekë te matatau o tënä, o tënä äkonga mai i ngä kaupapa reo rua, rumaki, Kura Kaupapa Mäori hoki.

Me märama anö tätou ki te mea, me huri kë ngä äkonga rätou ko ngä kaiwhakaako o ngä Kura Kaupapa Mäori ki te whakaaro me te körero i roto i ngä reo e rua.

Ko te tikanga, me whai katoa ngä kura Käwanatanga e whakahaere kaupapa rumaki reo ana, i Te Anga Marautanga o Aotearoa, me ngä tohutohu o te National Administration Guidelines. Me te mea anö, ka hikina, ka putaina e ngä kaupapa mätauranga rumaki reo, te whakaaro mö te ‘noho Mäori’, ä, e taea tënei mä te whakanoho i te reo Mäori hei huarahi atu.

Mö ngä Kura Kaupapa Mäori e whai ana i ngä mätäpono o Te Aho Matua, me täpiri atu anö ko ä rätou mahi ki te whao mai i tëtahi marautanga Te Aho Matua, tae noa ki ngä whakaakoranga e hängai ana ki tö rätou tünga me tö rätou ähua motuhake.

E tika ana kia whakanuia, kia tautokona ngä ähuatanga, ngä mätäpono me te whakatinanatanga o taua marautanga. I tua atu, ä taihoa nei, ka noho Te Aho Matua ki tëtahi wähi nui o ngä aroturuki ä-motu o ngä äkonga Mäori rumaki reo.

Ehara i te mea e kï ana, ko ngä körero i puta i tënei o ngä huri aroturuki, ngä körero katoa e pä ana ki ngä mea e möhio nei, e taea ränei te tutuki e ngä äkonga Mäori rumaki reo, e ngä Mäori ränei kei ngä whakaakoranga rïroa. Ä taihoa nei, ko te tikanga, ka höhonu ake te ruruku a ngä kaupapa aromatawai a NEMP ki roto i ngä mahi, me kï i te wä e kökiritia ana
ngä take nui.
  Mäori immersion education has evolved over the last 15 or so years, and it is still evolving. The human and material resources at the disposal of Mäori immersion education communities have largely depended on those communities being self sufficient.

Mäori immersion programmes are many and varied. Language fluency levels of staff and students in these programmes are also diverse. At one end of the continuum there are bilingual classes within general education schools, and at the other end there are Kura Kaupapa Mäori where no English is used during instruction time. Consequently, there are variable levels of fluency in te reo Mäori amongst students in bilingual, immersion and Kura Kaupapa Maori programmes.

. It is also important to understand that staff and students within a bilingual classes or Kura Kaupapa Mäori are required to think and speak in two languages.

All State schools delivering Mäori immersion programmes must work within the New Zealand Curriculum Framework and National Administration Guidelines. At the same time Mäori immersion education fosters and advances a particular philosophy which is unique to ‘being Mäori , and this is achieved substantially through the medium of te reo Mäori.

Kura Kaupapa Mäori that adhere to Te Aho Matua are further challenged as they attempt to develop an Aho Matua curriculum and teaching approaches appropriate to their unique and special characteristics.

This linguistic feature, philosophy and approach to curriculum will continue to need further recognition and validation, and will have major implications for future planning of national monitoring of Mäori Immersion students.

The results generated from this first round of monitoring do not claim to explore the full extent of what students in Mäori immersion know and can do, nor what Mäori in general education can do. Future NEMP assessments should allow greater clarity and depth, as key issues are addressed.
     
 TE PÜTAIAO
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 SCIENCE
Ngä Ähuatanga Pai
Tümahi He oranga ngäkau i te kitenga ake i rite te pai o ngä mahi a ngä äkonga Mäori rumaki reo rätou ko ngä äkonga Mäori kura rïroa i roto i te 12 o ngä tümahi 16. Ko ngä pükenga o te äkonga i whäia i roto i tënei wähanga ko te räwekeweke, te whakamätautau, te whakamärama, te rangahau, te aromatawai me te whakatautika. He maha ngä wähanga me höhonu tonu te wänanga, ka mutu, i roto i ëtahi wahanga e toru, i kitea, i pai ake te mahi a ngä äkonga Mäori kura rïroa i ngä äkonga Mäori rumaki reo. Ko tëtahi o aua mahi e toru, e pä ana ki te kume-ä-papa, ä, ko tëtahi atu e pä ana ki ngä ähuatanga urutau a te ika. Ka kite tätou i te ururua o te huarahi ki te whakamäori i ngä ariä höhonu nei. Ko te tümanako, ka kakea ake anö ngä taumata e ngä akonga, ina whakatautia ake ana ko tëhea te huarahi tika i te mahi aroturuki ä-motu, i ngä wä e hängai ana tana titiro ki ngä kaupapa rumaki reo. I roto o tëtahi o ngä tümahi nei, i kitea he pai ake te mahi a ngä äkonga Mäori rumaki reo, ki ngä äkonga Mäori kura rïroa. Ko te tümahi nei, e rapu ana i ngä tühono i roto i te ‘nekeneke’.

Tiro whänui Rite ana te pai o ngä äkonga Mäori kura rïroa, rätou ko ngä äkonga Mäori rumaki reo i roto i ngä tümahi pütaiao nanao-ä-ringa nei. He tino pai ki ngä äkonga Mäori rumaki reo te höpara haere, waihoki, ko te mea tino pai ki ngä äkonga Mäori kura rïroa, ko ngä tümahi whakahaere whakamätautau nei.

He pai ake ki ngä äkonga Mäori rumaki reo ki te mahi i ä rätou mahi pütaiao ki te käinga, i te wä e pai ana ki a rätou, häunga ngä äkonga Maori kura rïroa.

Ko te rerekë nui rawa i kitea i roto i te pürongo i waenganui i ngä äkonga Mäori rumaki reo ki ngä äkonga Mäori kura rïroa, ko tënei; he hihiko ake ngä ngäkau a ngä äkonga Mäori rumaki reo i ngä äkonga Mäori kura rïroa, ki ngä take pütaiao, ä, e pono ana te rahi o rätou ka taea e rätou te eke hei tohunga pütaiao.

 

Good news
Tasks It was heartening to see that Mäori students in both immersion and general education performed similarly on 12 of 16 tasks. These 12 tasks required application, testing, explanation, investigation, evaluation and justification. Many components involved higher order thinking, as did 3 components of tasks where Mäori in general education performed significantly better than Mäori in immersion. One of these 3 tasks dealt with gravity, and another with significant adaptive features of fish. Linguistic challenges in conveying such concepts cannot be underestimated. It is not unreasonable to expect better performance once such challenges for national monitoring are refined and issues impacting on immersion programmes are resolved. Students in Mäori in immersion education performed significantly better than Mäori in general education on one of the tasks which was a link task dealing with motion.

Survey Both Mäori immersion and general education students favoured hands-on science activities. Students in Mäori immersion programmes strongly favoured field trips, while Mäori students in general education favoured activities with an experimental emphasis.

. Students in Mäori immersion education were more supportive of doing science at home and in their own time than Mäori students in general education.

The most notable reported difference between Mäori immersion and general education students was that students in immersion programmes were far more confident about themselves in science, and about their ability to be good scientists.

     
 NGÄ TOI
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 ART
.Ngä Ähuatanga Pai
Tümahi I roto i ngä tümahi hanga toi, i pai ake ngä äkonga Mäori rumaki reo i ngä äkonga Mäori o ngä kura rïroa mö ngä tümahi piakano, ä, i ähua pai ake i roto i ngä tümahi peita. I pai ake te mahi a ngä akonga kura rïroa i roto i te tümahi mätaki-ka-peita, me te tümahi te-peita-i-te-maha-o-ngä-mea.

Kei reira ëtahi mea e tohu ana, kua ako ngä äkonga Mäori rumaki reo ki ëtahi pükenga toi Mäori, uara Mäori. I kitea ënei ähuatanga i ä rätou mahi i ngä kaupapa e pä ana ki te whakaputa takahanga whakaaro, me ngä rere ä-hinengaro.

Tiro whänui I pai ki ngä äkonga Mäori rumaki reo ngä mahi toi. Ki tä rätou, he nui ngä mea i ako rätou, me te mea anö, i möhio rätou ki ö rätou ake pümanawa toi. I tua atu, he nui ake ä rätou mahi hanga toi i ngä mahi hanga toi a ngä äkonga Mäori kei ngä kura rïroa.
Ko tëtahi körero i puta, neke atu i te 90% o ngä äkonga Mäori rumaki reo, i te möhio he aha ngä whakaaro o ö rätou kaiwhakaako e pä ana ki ä rätou mahi toi. He rerekë ano mö ngä akonga kura rïroa, arä, ähua 50% o rätou i te kuare ki ngä whakaaro o ö rätou kaiwhakaako mö ä rätou mahi toi.

 

Looking ahead
Tasks In the four art making tasks Mäori students in immersion education performed better than Mäori students in general education on a crayon and pastel task and somewhat better on a painting task. Mäori students in general education performed better on an observational drawing task and on a collage task.

There are some indications that Mäori students in immersion programmes have learned contemporary Mäori skills and values as evidenced in the two tasks that involved expression and imagination.

Survey Mäori students in immersion programmes were more positive about art, felt they learned more, were more positive about their own abilities, and reported a wider range of art making experiences than Mäori students in general education.

Of interest is that more than 90 percent of Mäori immersion students knew their teachers’ opinions and judgments about the work they did in art. This was not the case for Mäori in general education, about half of whom said that they did not know what their teachers thought about the art work they did.

     
 NGÄ KAUWHATA, NGÄ TÜTOHI,
NGÄ MAHERE
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 GRAPHS, TABLES and MAPS
Ngä Ähuatanga Pai
I ähua rite te pai o te mahi a ngä äkonga mai i ngä röpütanga e rua i roto i te 17 o ngä tümahi 22. He pai ake ngä äkonga Mäori rumaki reo i ngä äkonga Mäori kura rïroa i roto i tëtahi o ngä tümahi, arä, ko te mahi tühonohono me te whakamärama mahere. He pai ake te mahi a ngä äkonga Mäori kura rïroa i ngä äkonga Mäori rumaki reo, i roto i ngä tümahi e whä. I te wä ka rangahaua ngä tümahi e whä nei, ka kitea ëtahi wähi o te ripanga, o te kauwhata, o te mahere hoki i roto i tënä i tënä o aua tümahi.
  Good news
Both groups of students performed similarly on 17 of 22 tasks. Students in Mäori immersion performed significantly better on 1 task — a link task involving map interpretation. Mäori .in general education performed significantly better on 4 tasks. In examining these 4 tasks it was interesting to note that students had to respond to several components of graphs, tables and maps in each of task.
     
NGÄ WERO
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 CHALLENGES

Te whakaaro nui ki ngä pümanawa, ki ngä möhiotanga o ngä tamariki.
Ko ngä wero nui kei mua o ngä kura rïroa, ko te hiki ake i ngä mätauranga a ngä kaiwhakaako, e möhio ai rätou me pëhea te whakaputa i ngä tamariki i ö rätou ake taonga, pümanawa. I tua atu, kia rite tonu ngä rauemi ka ratonga, ki ngä hiahia o ngä tamariki Mäori, e taea ai e rätou te whanake ake ki ngä taumata whakaaro teitei o roto o ngä marau katoa. He nui ngä körero mö te wähi nui ki te whakapiki ake i ngä möhiotanga a ngä tamariki i roto i ngä toi, ngä pütaiao me ngä pümanawa pärongo.

Te whakarite rauemi mö te rumaki Mäori
He nui ake ngä wero mö te taha Mäori. Ahakoa kua pai ake te whakarato mai o ngä pümanawa tangata me ngä rauemi, he maha ngä wähanga käore anö kapi.

Mënä e hängai ana, e tötika ana
Kua äta kitea e NEMP he rahi ngä wähi o te aroturuki mätauranga rumaki reo Mäori hei whakapai ake.

• Me whakakuhu ko ërä äkonga Mäori rumaki reo anake kua kuraina përätia mö te wä kaua i raro iho i te rima tau.

• Me äta titiro anö, me whakapai ake anö hoki, ko te märama me te pai o ngä ähuatanga e pä ana ki te reo i roto i ngä tümahi.

• Me whakapai ake anö ko te kaupapa whakangungu kaiwhakahaere kaiwhakaako.

• Me rahi ake ngä tümahi ka mahia mai, he mea i mahia tahia mai i ngä kaiwhakaako rumaki reo Mäori.

• Me whai i te tautoko a ngä kaiwhakaako rumaki reo Mäori.
 

Capitalising on Mäori children’s skills and experiences
The challenges for general education schools continue to be in upskilling practitioners in recognising and capitalising on the skills and experiences that Mäori children bring to school, coupled with providing the resources and programmes necessary to expose Mäori students to higher order thinking skills in all areas of the curriculum. The importance of increasing literacy levels in the arts, science and information skills are well documented.

Provision of resources for Mäori immersion
These challenges are compounded in Mäori immersion programmes for a number of reasons. Though access to, and availability of, human and material resources have improved slightly, there is still a great need for improvement in many areas.

Issues of validity and reliability
NEMP has identified needed improvements for assessment in Mäori immersion education.

• Including only those students that have been in immersion programmes for at least five years.

• Further refinement and clarity of linguistic features in assessment tasks.

• Further development of the training programme for teacher administrators.

• Increasing the number of tasks developed in conjunction with immersion teachers.

• Securing additional support and involvement of Mäori immersion educators.

 
 
 NGÄ HUARAHI KA WÄTEA .  OPPORTUNITIES
Me whakapakari ake ko ngä kaupapa aroturuki, kia aronuitia ai te wähi nui a te reo-ruatanga mö ngä äkonga Mäori rumaki reo ia rä, ia rä, kia aha, kia pai ake te kounga o ngä körero ka whakaratoa e NEMP e pä ana ki ngä taumata kei te pikia.
Ki te taea ngä tino tautoko mai a ngä kaiwhakaako rumaki reo Mäori, ka titikaha te ngäkau mö te whanaketanga o ngä kaupapa aroturuki e whakaata mai ana i ngä hiahia mö ngä marau rumaki reo Mäori. Mä tënei, e marama ake, e höhonu ake tërä ngä tätaritanga ka kitea mö ngä ekenga taumata a ngä äkonga Mäori rumaki reo.
  When assessment activities are further strengthened to recognise the dual language competency requirements of learners in Mäori immersion programmes, they will add substantially to the achievement information that NEMP can provide.

With the essential commitment and support of Mäori immersion educators, confidence will grow in the development of assessment activities that represent Mäori immersion curriculum emphases. This would contribute to a richer analysis of the achievements of students in Mäori immersion education.
     
 WHAKATAU .  CONCLUSION
He wähi hou tënei te aroturuki i ngä mahi a ngä äkonga Mäori rumaki reo. Iti noa ngä körero mö ngä huarahi mahi pai rawa e tika ana i Aotearoa, me te mea anö, ehara i te mea he ngäwari ngä wähanga o te take nei. I runga i tërä, ko te mahi tuatahi a NEMP i roto i te take nei, e hängai ana ki te whakahiato me te rapu he aha ngä tikanga aroturuki e tika ana. Ahakoa ngä tini putanga këtanga i roto i te tau, ka noho ënei mahi hei papa mö ngä rä kei te tü.

E mau pü ana te körero, ko NEMP kei mua e haere ana i roto i te rangahau ko ëhea ngä huarahi mahi tika, e taea ai ngä körero e pä ana ki ngä taumata e ekea ana e te Maöri i roto i ngä kaupapa mätauranga.
  Assessment of the achievements of students in Mäori immersion education is an emerging field of investigation. Little information exists on best practice appropriate for New Zealand, and essential considerations are not uncomplicated. As a result, the first attempts of NEMP have been largely concerned with developing and exploring suitable assessment procedures. Although there have been significant difficulties in this first year, it provides a valuable basis for future work.

The forum recognises that the National Education Monitoring Project leads the way in developing approaches intended to provide detailed and helpful information on Mäori achievement in education.

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ISSN 1174-247X

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Contact Details:   Email : earu@otago.ac.nz   |   Freephone 0800 808 561   |   Fax 64 3 479 8561   |   October 2008