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He Whakaputanga Whakaaro –
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National Education Monitoring
ISSN 1174 - 247X
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Last updated October 2008
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Ngä Pükenga Pärongo
Information Skills
Te Tikanga-ä-Iwi
Social Studies
Te Pängarau
Mathematics
Ngä Mätätaki Aromatawai
Assessment Challenges
Te Haere Whakamua
Moving Forward
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I aromatawaia tëtahi hunga äkonga tau 8 o roto i ngä kura reo Mäori i te tau 2001, i te taha o te kaupapa aromatawai whänui o NEMP. Kei roto i te pürongo a NEMP Ngä Hua Aromatawai a ngä Äkonga Mäori 2001 – Pükenga Möhiohio, Tikanga-ä-Iwi, Pängarau ngä hua i puta ki ngä äkonga Mäori tau 8 o roto i ngä kura reo Mäori, o roto hoki i ngä kura whänui.

. In conjunction with the 2001 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 the results for year 8 Mäori students in general education are given in the NEMP report, Assessment Results for Mäori Students 2001 – Information Skills, Social Studies and Mathematics.

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 2001 .  INTRODUCTION 2001
Ko tä te whakaräpopoto nei, he whakataki i te pürongo mö te ekenga paetae a ngä äkonga Mäori o roto i ngä kura reo Maori, kura whänui hoki, mö ngä mahi aromatawai i whakahaerehia i te tau 2001. Koirä te tau tuatoru i whai wähi mai ai ngä äkonga o ngä kura reo Mäori ki te kaupapa aromatawai ä-motu nei o NEMP, ko te tau 1999 te tau tuatahi.

E arotahi ana te pürongo a NEMP ki ngä äkonga tau 8. I te tau 2001, e tata ana ki te 60 örau o ngä äkonga e whakaakona ana ki te reo Mäori e haere ana ki tëtahi kura rümaki i te reo. Ko te nuinga o ënei kura, he Kura Kaupapa Mäori. E tata ana ki te 40 örau e whakaakona ana i tëtahi akomanga rümaki i te kura whänui (e 80 ki te 100 örau o te marautanga e whakaakona ana ki te reo Mäori).

He mea tïpako matapökere ngä äkonga i whai wähi mai ki te aromatawai ä-motu. Ko te reo Ingarihi te reo whakaako matua mö ngä äkonga Mäori 1440 o te tïpako whänui. I whakaritea tëtahi tïpako motuhake, 120 ngä äkonga tau 8, o roto i ngä kura reo Mäori, akomanga reo Mäori ränei. Ka whakatairitea ngä hua aromatawai o ngä hunga e rua nei.

He matatini ngä ngohe aromatawai, arä, he rerekë te ähua, te huarahi tuku, me te taumata o ngä ngohe, e arotahi ana ki te whänui o ngä pükenga me te mätauranga.
   This overview introduces the NEMP report on the achievement of Mäori students in general and Mäori-medium education on assessment tasks used in 2001. It was the third year that Mäori immersion students participated in NEMP, after being added to the national monitoring programme in 1999.

The NEMP report focuses on year 8 students. In 2001, about 60 percent of Mäori immersion students were in immersion schools. Most of these students were attending Kura Kaupapa Mäori. The other 40 percent of students attended general education schools, but were in immersion classes which had 80 to 100 percent of instruction delivered in Mäori.

Students were selected randomly for national monitoring. English was the predominant language of instruction for the 1440 students in the main sample. A special sample of 120 year 8 students learning entirely or predominantly in Mäori, attending Mäori immersion schools or classes, was also selected. The report compares the achievement of Mäori students in these two samples.

The tasks, which were presented in a variety of formats and approaches, were at various levels of complexity and focussed on a range of skills and knowledge.
     
 NGÄ PÜKENGA MÖHIOHIO
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  INFORMATION SKILLS
.Mënä e pakari ana ngä pükenga möhiohio o te äkonga, ka oti pai i a ia ëtahi mahi e toru: te whakatau i ngä möhiohio e hiahiatia ana, te kimi me te kohikohi möhiohio, te tätari me te whakamahi möhiohio hei whakatutuki i tëtahi kaupapa.

Kei roto i te pürongo ngä hua i puta i ëtahi ngohe aromatawai tekau, ä, i whakatauria, e hängai ana ënei ngohe ki ngä äkonga o ngä kura reo Mäori me ngä äkonga Mäori o ngä kura whänui.

Ngä Ähuatanga Pai
• I tino angitu ngä äkonga o ngä kura reo Mäori me ngä äkonga Mäori o ngä kura whänui mö te mahi kimi möhiohio motuhake, mai i ngä rauemi e pai ana te hanga.

• He tokomaha ngä äkonga e whakaatu mai ana i tö rätou ähei ki ngä pükenga pätaitai hei kimi möhiohio motuhake.

• Ko ngä hua o ngä patapatai e whakaatu mai ana i te ngäkau reka o te tokomaha o ngä äkonga Mäori o ngä kura rümaki me ngä kura whänui ki ngä mahi ako e pä ana ki te kohikohi, te tätari me te whakamahi möhiohio.

Te Tiro Whakamua
• He tokomaha ngä äkonga e huri ana ki ö rätou kaiako, ki ö rätou mätua, ki ö rätou hoa ränei, hei tautoko i te mahi kimi möhiohio. He wähi nui tä te kaiako hei hiki i te mäia o ngä äkonga, hei whakapiki i ö rätou rautaki, kia möhio, kia whai wähi atu, kia whakamahi hoki rätou i te huhua o ngä puna möhiohio.

• Ko tëtahi ähuatanga nui o te ao o inäianei, ko te tino huhua rawa atu o te möhiohio käore noa e tawhiti atu i te aroaro o te tangata. Nö reira ko tëtahi mahi nui a te kaiako, he äwhina i äna äkonga kia tino äta whakaaro rätou, kia äta tätari i ngä möhiohio, ahakoa he aha te marautanga.

• He rite ngä äkonga Mäori o ngä kura rümaki me ngä kura whänui ki ngä äkonga katoa, arä, me hiki anö ngä pükenga tuhi tïpoka me ngä pükenga whakaräpopoto.
   Students possessing well developed information skills can perform three main tasks effectively: clarifying information needs, finding and gathering relevant information, and then analysing and using that information to meet the particular purposes.

The report gives the results of ten tasks that were judged to be suitable for comparisons of the performance of Mäori students in general education and students in Mäori immersion education.

Good news
• Mäori students in both general education and immersion settings showed a high level of success in extracting specific information from well structured resources.

• A substantial number of students are showing ability to develop questioning skills that help them to obtain specific information.

• Results from questionnaire surveys show that many Mäori students in general education and immersion settings have positive attitudes towards work involving information gathering, processing and use.

.Looking ahead
• Large numbers of students look to teachers, parents and friends for support when looking for information. Teachers have an important role in building students’ confidence and strategies for knowing, accessing and using a range of sources of information.

• With the ‘information revolution’ requiring more and more skill in making considered and selective use of information, teachers need to help students develop this skill across all curriculum areas.

• In common with non-Mäori students, Mäori students in both general education and immersion settings need help with developing note taking and summarising skills.
     
 TE TIKANGA-Ä-IWI
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 SOCIAL STUDIES
.Ko te whäinga matua o te Tikanga-ä-Iwi, ko te äwhina i te äkonga kia ngäkau titikaha, kia mätau, kia haepapa anö hoki tana whai wähitanga atu ki te hapori. Arä ëtahi ähuatanga o te Tikanga-ä-Iwi he ähua mämä te ine (përä i te taumata mätauranga), arä anö ëtahi ähuatanga kei te tangata tonu öna whakaaro, käore he tika, he hë ränei.

 Kei roto i te pürongo ngä hua i puta i ëtahi ngohe aromatawai rua tekau mä toru, ä, i whakatauria, e hängai ana ënei ngohe ki ngä äkonga o ngä kura reo Mäori me ngä äkonga Mäori o ngä kura whänui.

Ngä Ähuatanga Pai
• He autaia, he tino möhio ränei te tokomaha o ngä äkonga Mäori ki ngä tino ähuatanga o te hunga kaiärahi.

• He möhio ngä äkonga ki ngä tikanga ake me te hiranga o te rä o ANZAC.

• He tokomaha ngä äkonga i tautuhi i ngä whakamahinga maha o ö tätou awa hei wähi mö te hapori, hei wähi ngahau/häkinakina, hei rawa ohaoha hoki.

• He autaia tonu ngä äkonga ki te tätari, ki te whakamärama whakapapa.

• Ko ngä hua o ngä patapatai e whakaatu mai ana i te ngäkau reka o te tokomaha o ngä äkonga ki ngä mahi ako o te Tikanga-ä-Iwi. He kaingäkau ngä äkonga Mäori o ngä kura whänui ki te ako i ngä ähuatanga e pä ana ki te noho o te tangata i ngä rä o muri ake nei. He kaingäkau ngä äkonga o ngä kura reo Mäori ki te ako i ngä ähuatanga e pä ana ki te mahi tahi o te iwi hei oranga tïnana mö rätou.

Te Tiro Whakamua
• He kaupapa nui tonu te äwhina i ngä äkonga kia möhio pai rätou, kia märama anö hoki ki ngä körero, ngä take, me ngä rara o te Tiriti o Waitangi.

• He rite tahi ngä äkonga Mäori me ngä äkonga whänui. Arä, me whakapiki ö rätou möhio, kia märama pai rätou ki ngä ähuatanga ahurea o ngä manene, kia ähei anö rätou ki te matapaki i tënei kaupapa. Kia perä anö mö ngä ähuatanga matua o te ahurea o Aotearoa, te tuakiri o Aotearoa, me te wähi noho o tö tätou whenua i te ao whänui.
  

Social studies is concerned with helping students to participate in a changing society as informed, confident and responsible citizens. Some aspects of Social Studies are quite measurable (knowledge, for example) whereas others require observations about matters for which there is no universal right or wrong.

The report gives the results of twenty-three social studies tasks that were judged to be suitable for comparisons of the performance of Mäori students in general education and students in Mäori immersion education.

Good news
• A high percentage of Mäori students showed a moderate to very good understanding of the qualities of leaders.

• Students were well informed about the meaning and significance of ANZAC Day.

• Many students were able to identify a range of uses of rivers as social, recreational and economic resources.

• Students showed confidence in analysing and explaining whakapapa.

• Questionnaire surveys showed that students had very positive attitudes to a range of social studies aspects. Mäori students in general education were particularly interested to learn about ‘living in the future’. Mäori students in immersion settings were very positive about learning how people work together and make a living.

.Looking ahead
• There is substantial room for helping students to develop their knowledge and understanding of the history, purpose and implications of the Treaty of Waitangi.

• In common with non-Mäori students, there is a need to improve Mäori students’ knowledge, understanding and ability to discuss immigrant cultural features and key features of Aotearoa New Zealand’s culture, identity and location.

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 TE PÄNGARAU
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  MATHEMATICS
Ko tä te mätauranga Pängarau, he whakapiki i ngä pükenga o te äkonga ki te tühura, ki te whakamahi, ki te matapaki i ngä whakaaro Pängarau i roto i ngä horopaki whänui. I aromatawaia te möhio ki ngä meka matua me te whakamahi rautaki, he mea arotahi anö hoki te whakaaro arorau, te whakaaro whaitake me ngä pükenga whakaoti rapanga.

Kei roto i te pürongo ngä hua i puta i ëtahi ngohe aromatawai rima tekau mä waru, ä, i whakatauria, e hängai ana ënei ngohe ki ngä äkonga o ngä kura reo Mäori me ngä äkonga Mäori o ngä kura whänui. I toro atu ngä ngohe ki ngä whenu katoa o te Pängarau, arä, te tau (ka whai wähi mai te hautau), te ine (ka whai wähi mai te moni me te whakatau tata), te ähuahanga, te taurangi me te tauanga.

Ngä Ähuatanga Pai
• He tokomaha ngä äkonga i möhio pai ki ngä meka matua mö te tangohanga.

• Ko te nuinga o ngä äkonga i whakaatu mai i tö rätou möhio ki te whakaoti tika i ngä hätepe täpiritanga.

• He tokomaha ngä äkonga i ähei ki te whakamärama i te uara tü o ngä mati o tëtahi tau.

Te Tiro Whakamua
Käore i tino rerekë ake ngä wähi e hapa ana ngä äkonga o ngä kura rümaki, ngä äkonga Mäori o ngä kura whänui, me ngä äkonga katoa. Koia nei ëtahi o ngä mäharahara:

• Te möhio ki te whakatau tata i roto i ngä mahi ine me ngä mahi tau.

• Te whakatutuki mahi e whai wähi mai ana te hautau.

• Te whakamahi i ëtahi rautaki whänui hei whakatutuki mahi pängarau.

• Te ähei ki te whakamärama i ngä rautaki me ngä tukanga e whakamahi ana rätou hei whakatutuki mahi pängarau.

E ea ai ënei mäharahara, me äta arotahi ki ënei kaupapa i roto i ngä mahi whakaako:

• Te whakatau tata hei arotake i te tika o ngä tätaitanga pängarau.

• Te tühura i ngä rautaki whänui e whaitake ana hei whakaoti mahi pängarau.

• Kia taunga ngä äkonga, kia ngäkau titikaha hoki ki te whakamärama i ngä rautaki me ngä tukanga e whakamahi ana rätou hei whakatutuki mahi pängarau.

• Te äwhina i ngä äkonga ki te whakamahi i ngä whakaaro me ngä rautaki pängarau i roto i ngä horopaki huhua o ia rä.
  Mathematics education aims to help students develop their skills of exploring, using and communicating mathematical ideas across a range of contexts. While knowledge of basic facts and processes was assessed, there was also focus on thinking, reasoning and problem solving skills.

The report gives the results of fifty-eight tasks that were judged to be suitable for comparisons of the performance of Mäori students in general education and students in Mäori immersion settings. These tasks ranged across the strands of number (including fractions), measurement (including money and estimation), geometry, algebra and statistics.

Good news
• A large number of students showed good knowledge of basic subtraction facts.

• The majority of students showed skill and accuracy in working through addition algorithms.

• Many students were able to successfully interpret the place value of numbers.

.Looking ahead
It is interesting to note that areas of concern among Mäori students in both general education and immersion settings closely parallel those that were common among non-Mäori students in general education. These concerns include:

• Performance on tasks involving estimation, in both number and measurement.

• Working with basic fractions.

• Using a variety of strategies when tackling mathematical tasks.

• Showing the ability to explain processes and strategies used in mathematical tasks.

To address these concerns, there needs to be a clear teaching focus on the following:

• Using estimation for checking the reasonableness of mathematical calculations.

• Exploring a range of effective strategies for solving mathematical tasks.

• Giving students practice and confidence in describing the strategies and processes they use for mathematical tasks.

• Learning opportunities that help students to use mathematical thinking and processes in a variety of everyday contexts.
     
NGÄ MÄTÄTAKI AROMATAWAI
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 ASSESSMENT CHALLENGES
.Arä noa atu ngä mahi, ngä huarahi i whäia kia örite te taumata o ngä ngohe aromatawai reo Mäori me ngä ngohe reo Ingarihi. I whakahuihuitia ëtahi kaiako mai i ngä kura reo Mäori, ä, nä rätou ëtahi o ngä ngohe aromatawai i tuhi, kia hängai tonu ki ngä äkonga i ngä kura rümaki. He mea whakamahi anö ënei ngohe ki ngä äkonga Mäori i roto i ngä kura whänui. E tata ana ënei ngohe ki te 10 örau o ngä ngohe aromatawai katoa. Ko te toenga 90 örau i takea i te reo Ingarihi, ka whakamäoritia ai. Nä te Röpü Kaitohutohu Mätauranga Mäori o NEMP me te Kähui Kaitirotiro Mäori o NEMP i whai wähi mai ki te aromätai i ngä ngohe i mua i te whakamahinga i te taha o ngä äkonga. Nä ngä röpü e rua nei i whakaae mai kia whakamahia ngä ngohe i ngä kura reo Mäori me ngä kura whänui. Ahakoa tënei mahi nui, akene pea e aro ana te nuinga o ngä ngohe ki ngä äkonga o ngä kura whänui, kaua ki ngä äkonga o ngä kura reo Mäori e whai ana i te marautanga Mäori. He take nui te whai wähitanga mai o ngä kaiako o ngä kura reo Mäori ki te tuhituhi i ngä ngohe mö ngä aromatawai ä-motu. Me äta kimi he huarahi e nui ake ai tö rätou whai wähitanga mai, kia maha ake ngä ngohe ka takea mai i te reo Mäori me öna tikanga. Ka whakamahia ënei ngohe hei aromatawai i ngä äkonga o ngä kura reo Mäori, ä, mënä e hängai ana ki ngä äkonga i ngä kura whänui, ka whakapäkehätia hei aromatawai i a rätou.

E kaha tonu ana a NEMP ki te kimi huarahi e pai ai te whakamäoritanga o ngä ngohe, kia örite anö ai te märama o te reo me te taumata wero hinengaro o ngä ngohe, ahakoa te reo. He mahi uaua tonu kia örite te taumata ki ngä reo e rua, ä, me kaha tonu te kimi huarahi e tutuki pai ai tënei take nui.

E ai ki ngä rangahau o täwähi, kia rima tau rä anö te tamaiti e whakaakona ana ki tëtahi reo, kätahi ka tika te aromatawai i a ia ki taua reo. Nö reira i tonoa ngä kura kia whiriwhiri i ngä äkonga kua rima tau e whakaakona ana ki te reo Mäori. Ahakoa tënei, i whäki mai ëtahi o ngä äkonga he pai kë atu te whiwhinga mënä i aromatawaia ki te reo Ingarihi.

Käore i te përä rawa te whai rauemi o ngä kura reo Mäori ki ngä kura whänui. He take anö tërä me äta whakaaro ina tirotirohia ngä hua o NEMP. Ko te kounga me te ähua o te whakaako tëtahi pänga matua ki te ekenga taumata mätauranga o te äkonga, ä, ko te whai wähi atu ki ngä rauemi kounga tëtahi take nui.

Koia nei te horopaki hei äta whakaaro mä te kaipänui ina tirotirohia ngä hua o ngä aromatawai o NEMP mai i te tau 2001. Käore ngä hua a NEMP i tühura i te whänuitanga o te mätauranga me ngä pükenga o ngä äkonga o roto i ngä kura reo Mäori, o ngä äkonga Mäori ränei o ngä kura whänui. Käore e tika ana kia whakatau whakaaro ki te pai, te aha ränei o ngä kura reo Mäori, o ngä kura. whänui ränei, i runga anake i ngä hua a NEMP. Kei te tipu tonu te kaupapa rümaki ki te reo, ä, käore e kore ka ü, ka eke anö i ngä taumata. Äpiti atu anö, ko te reo me öna tikanga te aronga matua o ngä kura reo Mäori, nö reira he rerekë anö te aro ki ërä atu wähanga o te marautanga.
   Every effort was made to develop equivalent tasks in English and Mäori. Hui were held and Mäori immersion teachers provided ideas for tasks that were appropriate for students in immersion settings. These tasks were also used with Mäori students in general education. Such tasks made up about 10 percent of total tasks. The remaining 90 percent of tasks were developed in English and then translated into Mäori. Both the NEMP Mäori Immersion Education Advisory Committee and the NEMP Mäori Reference Group were involved in the evaluation of tasks before they were administered, and approved them for use with students in both settings. Nevertheless, the balance of tasks probably favoured Mäori students in general education over those learning in Mäori from the Mäori curriculum. The involvement of Mäori immersion teachers in task development is crucial to the process of national monitoring. It is important to find ways to increase their involvement. This would result in a higher proportion of tasks originating from KKM and other Mäori immersion educators. These tasks would then be used in Mäori immersion settings and, where appropriate, translated for use with students in general education.

The Project has continued its efforts to improve translations and hence the linguistic and conceptual equivalence of tasks in the two languages. Achieving equivalence of assessment tasks in different languages is very demanding and this aspect of these assessments will continue to neeed ongoing effort, scrutiny and support.

. International research suggests that students should have at least five years of immersion in a language before assessment in that language is undertaken. Schools were asked to select only those students who had at least five years in immersion education. Despite this, NEMP survey results indicated that there were still some students who thought they would have done better if they had been assessed in English.

The comparability of resourcing for Mäori immersion programmes is an issue that needs to be taken into account when interpreting the NEMP results. Student achievement is influenced and shaped by the quality and style of curriculum delivery, and implicit in this is access to quality resources.

It is within this context that readers should consider the results from NEMP assessments in 2001. These results do not claim to explore the full extent of what students in Mäori immersion know and can do, nor what Mäori students in mainstream schools know and can do. It would be most unwise to draw conclusions about the merits of Mäori immersion education or general education based on these results alone. Mäori immersion education continues to be a developing field, and as it grows and consolidates further improvements should be achieved. Moreover, it needs to be acknowledged that the much greater emphasis on Mäori language and culture in immersion education can result in differences in emphasis and timing in other areas of curriculum.
 
 
TE HAERE WHAKAMUA: NGÄ PÜKENGA MÖHIOHIO, TIKANGA-Ä-IWI, PÄNGARAU
E tino whaitake ana mä te hunga kaiako ngä körero kei te pürongo a NEMP mö ngä wähi e pakari ana ngä äkonga Mäori me ngä wähi e ngoikore ana. He maha ngä ngohe aromatawai e hono ana ki ngä horopaki o ia rä, he mahi ä-ringa hoki. Me äta tirotiro, me äta whakaaro ngä ngohe aromatawai me ngä hua i puta i te wä e arotakengia ana, e matapakihia ana te hängai o ngä hötaka ako me te whaihua o te whakaako.

Ko te ähuatanga matua e eke ai ngä äkonga i ngä taumata o ngä marautanga katoa, ko te pai o te reo e tau atu ana ki ö rätou taringa, koirä hei whakatipu i ä rätou ake puna kupu, hei whakawhänui i ä rätou hanga reo, hei whakahöhonu i ö rätou whakaaro, me ö rätou pükenga whakaputa whakaaro.
 
MOVING FORWARD IN INFORMATION SKILLS, SOCIAL STUDIES & MATHEMATICS
The NEMP Report provides useful and important information for teachers about Mäori students’ strengths and weaknesses across a rich range of tasks. Many of these tasks relate to everyday contexts, and use “hands on” approaches. Individual tasks and reported results need to be examined and considered when discussing and reviewing the suitability of programmes and the effectiveness of teaching.

Central to success in all areas is the development of rich language environments which encourage the growth of students’ vocabulary, sentence structure, thinking skills and clarity of explanations. is concerned with helping students to participate in a changing society as informed, confident and responsible citizens.

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ISSN 1174-247X

 
 
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