Visual
messages are prominent in today’s world. Some, like advertisements,
are intended to persuade. Some are designed to entertain, or to trigger
emotional responses. Many messages designed to communicate information
rely heavily on visual information to complement text components.
Visual messages are also an
important
part of interpersonal communication, through the non-verbal signals
in facial expressions, gestures and other behaviours. Understanding
visual messages is therefore an important educational goal.
This chapter reports the results of ten viewing tasks administered
to individual Mäori students in both general education settings and
Mäori immersion settings. Eight tasks were administered in a videotaped
one-to-one interview format, while the other two tasks were attempted
in a station format.
National monitoring results are reported task by task so that results
can be understood in relation to what the students were asked to do.
To allow comparisons of performance between the 2002 and 2006 assessments,
however, four of the ten tasks have been designated link
tasks. Student performance data on these tasks are presented
in this report, but the tasks are described only in general terms
because they will be used again in 2006.
Mäori students in general education and students in Mäori
immersion settings performed equally well on six of the ten tasks. Mäori
students in general education scored statistically significantly higher
on two tasks, and students in Mäori immersion settings scored statistically
significantly higher on two tasks. These comparisons should be interpreted
cautiously, for the reasons discussed in Chapter
2, Issues Concerning The Assessments
and Their Interpretation.
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