Ko te 1999 te tau tuatahi i tīmatahia ai ngā aromatawai i roto i ngā akomanga reo Māori, mō ngā ākonga o te tau anake 8. I te tau 2005, ko te katoa o ngā kura, he kura kaupapa Māori, he kura mana Māori rānei. Ko ngā ākonga tokowaru o ia kura i tipako matapōkerea mai i te hunga ākonga tau 8 kua whā tau nui ake rānei e ako ana mā roto i te rūmaki reo Māori. Ka whakaaturia ngā hua ka puta ki ēnei ākonga i tēnei pūrongo. Koia nei te tau tuatahi kāore e whakatauritea ana ki ngā hua i puta ki ngā ākonga Māori o roto i ngā kura reo Ingarihi.This report focuses solely on year 8 Māori medium students.
Starting in 1999, assessments of students learning in Māori immersion education programmes were added to the national monitoring programme, at the year 8 level only. In 2005, all schools were either Kura Kaupapa Māori, Kura Mana Māori, or full Māori immersion schools. A small number of assessment tasks were developed from ideas put forward at a meeting of year 8 Māori medium teachers, the balance of tasks were translated and adapted from English medium tasks. They were administered by teachers experienced in Māori immersion settings. The results these students achieved are reported task by task.
New Zealand’s National Education Monitoring Project commenced in 1993, with the task of assessing and reporting on the achievement of New Zealand primary school children in all areas of the school curriculum. Children are assessed at two class levels: year 4 (halfway through primary education) and year 8 (at the end of primary education). Different curriculum areas and skills are assessed each year, over a four-year cycle. The main goal of national monitoring is to provide detailed information about what children know, think and can do, so that patterns of performance can be recognised, successes celebrated, and desirable changes to educational practices and resources identified and implemented.
Each year, random samples of children are selected nationally, then assessed in their own schools by teachers specially seconded and trained for this work. Task instructions are given orally by teachers, through video presentations, on laptop computers, or in writing. Many of the assessment tasks involve the children in the use of equipment and materials. Their responses are presented orally, by demonstration, in writing, in computer files, or through other physical products. Many of the responses are recorded on videotape for subsequent analysis.
Nō te tau 1995 i timata ai Te Kaupapa Aroturuki Mātauranga ā-Motu. Ko te tino kaupapa, he aromatawai, he tuku pürongo mō te ekenga paetae mätauranga o ngā tamariki o ngā kura tuatahi i roto i ngā marautanga katoa. I roto i ngā kura reo Ingarihi, ka aromatawaia ngā tamariki o te tau 4 (kei te takiwā haurua o te kura tuatahi) me te tau 8 (te whakamutunga o te kura tuatahi). Ko ngā ākonga o te tau 8 anake ka aromatawaia i ngā kura reo Māori. He rereke ngā marautanga me ngā pūkenga e aromatawaia ana i ia tau, ā, ka oti ngā marau katoa i te huringa o ia whā tau. Ko ngā kaupapa i oti i te tau 2005, ko te Tikanga ā-Iwi, te Pāngarau, ko te Pūkenga Pārongo.
Ko te whāinga matua o te aroturuki ā-motu, kia āta mōhiotia ai he aha ngā mahi e taea ana e ā tātou tamariki, kia kitea ai ngā wāhi e pakari ana me ngā wāhi e āhua ngoikore ana, kia whakanuia ngā āhuatanga pai, kia tautuhia ngā āhuatanga me whakapai ake, kia tautuhia hoki ngā rauemi e whaihua ana.
Ia tau, ka tipako matapōkerea etahi tamariki ruarua nei, mai i ngā kura puta noa i te motu. Ka aromatawaia enei tamariki i roto i ō rātou ake kura e tetahi rōpū kaiako kua tohua, kua whakangungua mō tenei momo mahi. Ka tohutohua ngā tamariki mā te reo ā-waha o te kaiako, mā te whiti ataata, mā te rorohiko, mā te tuhituhi rānei. Ko te nuinga o ngā ngohe aromatawai, he mea whakamahi taputapu, whakamahi rauemi rānei. Ko ngā momo whakautu a ngā ākonga, ko te whakautu ā-waha, ko te whakaari, ko te tuhituhi, ko te whakautu ā-rorohiko, ko te hanganga ā-ringa rānei. He maha ngā whakautu ka hopukina ki te whiti ataata hei arotakenga i muri iho.
Ko te 1999 te tau tuatahi i timatahia ai ng aromatawai i roto i ngā akomanga reo Māori, mō ngā ākonga o te tau 8 anake. I te tau 2005, ko te katoa o ngā kura, he kura kaupapa Māori, he kura mana Māori rānei. Ko ngā ākonga tokowaru o ia kura i tipako matapōkerea mai i te hunga ākonga tau 8 kua whā tau nui ake rānei e ako ana mā roto i te rümaki reo Māori. Ka whakaaturia ngā hua ka puta ki enei ākonga i tenei pürongo. Koia nei te tau tuatahi kāe whakatauritea ana ki ngā hua i puta ki ngā ākonga Māori o roto i ngā kura reo Ingarihi.
In 2005, there were significant changes in the approach to the assessment of students in Māori medium settings, so this report is substantially different to earlier NEMP reports on Māori student achievement. The changes to note are:
- the 2005 assessments were carried out in Māori medium schools only, whereas the earlier assessments included both Māori medium schools and Māori medium classes in mainstream schools.
- the 2005 assessment was carried out entirely in te reo Māori, whereas some of the students were assessed partially in English in the earlier assessments.
- unlike its predecessors, this report focuses solely on the Māori medium assessment results, without comparative data on the achievements of Māori students learning in English medium schools.
- for the first time, the majority of the work required for national monitoring in Māori medium schools was undertaken by He Kupenga Hao i te Reo, a group based in Palmerston North whose sole focus is on Māori medium education, rather than by the NEMP team based at the University of Otago.
This report focuses solely on year 8 Māori medium students. Starting in 1999, assessments of students learning in Māori immersion education programmes were added to the national monitoring programme, at the year 8 level only. In 2005, all schools were either Kura Kaupapa Māori, Kura Mana Māori, or full Māori immersion schools. A small number of assessment tasks were developed from ideas put forward at a meeting of year 8 Māori medium teachers, the balance of tasks were translated and adapted from English medium tasks. They were administered by teachers experienced in Māori immersion settings. The results these students achieved are reported task by task.
Ngā pūkenga pārongo
Kei te Wāhanga Tuatoru ngā kōrero e pā ana ki ngā hua o te aromatawai i te mātauranga me ngā pūkenga pārongo. E toru ngā wāhanga matua o te Pūkenga Pārongo – ko te āta whakatau i ngā pārongo e hiahiatia ana; ko te kimi me te whakakao mai i ngā pārongo; ko te tātari me te whakamahi i ngā pārongo hei whakatutuki i te kaupapa e mahia ana. E whakaaturia ana ngā hua o ëtahi ngohe pūkenga pārongo 14 ki tēnei pürongo, ā, he autaia tonu te ekenga paetae i ngā ngohe e whai wāhi mai ana te kimi pārongo mai i ngā momo kōrero matatini. Engari, kāore i pērā rawa te autaia mō te tuitui i ngā pārongo, te whakaputa whakaaro, me te parahau take.
Ngā Tikanga ā-iwi
Kei te Wāhanga Tuawhā ngā kōrero e pā ana ki te aromatawai i te mātauranga me ngā pūkenga Tikanga ā-Iwi. Ko te whāinga matua o te Tikanga ā-Iwi, kia mārama, kia māia hoki te whai wāhitanga atu o ngā ākonga ki ngā āhuatanga maha o te ao hurihuri i runga anō i te haepapatanga e hāngai ana. E tutuki ai tēnei whāinga, me whai mātauranga ki ngā āhuatanga o te Whānaungatanga, te ahurea, te tuku ihotanga, te ohaoha me te tiaki i te taiao me ōna rawa.
Tekau mā toru o ngā ngohe Tikanga ā-Iwi e whakaaturia ana ki tēnei pürongo, ā, he pērā anō ki te Pükenga Pārongo. Arā, he pai tonu te aroā ki ngā momo kōrero matatini, engari ko te tautuhi, ko te whakaputa kōrero mō te whānuitanga me te hōhonutanga o ngā whakaaro me ngā whanonga te mea hei whakapakari ake.
Kei te Wāhanga Tuarima ngā hua o te aromatawai i ngā pūkenga me te mātauranga o ngā ākonga i roto i te marautanga Pāngarau. Ko tētahi whāinga matua o te pāngarau, kia mārama ngā ākonga ki ngā ariā taketake me te whakamahi i aua ariā, kāore ki te whakaoti tātaitanga noa iho.
E toru tekau mā rima o ngā ngohe pāngarau e whakaaturia ana ki tēnei pūrongo, ā, he pai tonu te mōhio o ngā ākonga ki ngā meka matua. Hāunga tēnā, ko te mōhio ki ngā momo hautanga, te whakamahi hautanga, te tūponotanga, me te pānga taurangi ngā wāhanga hei whakapakari ake.
Kei te Wāhanga Tuaono ngā hua o ngā pātaitai i ngā whakaaro o ngā ākonga e pā ana ki te marautanga, me ā rātou ake titiro ki ngā paetae e eke ana rātou mō te Tikanga ā-Iwi, te Pükenga Pārongo me te Pāngarau. E pai ana te aro o te nuinga o ngā ākonga ki ēnei marautanga me ā rātou mahi ā-kura, ā, e tau pai ana te whakaaro kia haere tonu tā rātou ako i ēnei āhuatanga o te mātauranga i a rātou e pakeke haere ana.
Chapter 3 presents the results of the assessments of students’ information skills. 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 required purposes. A substantial proportion of the intellectual demands occur during the first and third of these tasks: finding and gathering information is clearly important, but its value is greatly dependent on the extent to which it can be validly interpreted and used to meet information needs.
This chapter reports on student achievement in 14 of the information skills tasks. Generally students performed well on tasks requiring them to extract information from a text, however were less successful in more cognitively demanding tasks requiring them to evaluate and synthesise information, connect information to wider issues and ideas, and express and justify opinions.
Chapter 4 presents results of the assessments of students’ knowledge, understanding and skills in social studies. The stated aim of social studies education is to enable students to participate in a changing society as informed, confident and responsible citizens. To help achieve this outcome, students are expected to acquire knowledge that will inform and contribute towards their understandings about resposibilities, relationships, culture, heritage and management of the environment and resources. They are also expected to develop the skills needed to live and contribute as effective and worthy members of society.
Results from 13 of the tikanga ä-iwi tasks are presented in this report and again, students generally perfomed well in tasks requiring comprehension of a text, but less well in connecting ideas to wider issues, and in identifying and discussing a range of possible opinions or behaviours. Overall performance in tasks involving economics requires concentrated attention.
Chapter 5 presents the results of the assessments of students’ knowledge, understanding and skills in mathematics. Conceptual understanding is a central goal of mathematics education. Mathematics education is very much concerned with such matters as students’ confidence, interest and inventiveness in working with a range of mathematical ideas. It aims to help students develop their capacity for exploring, applying and communicating their mathematical understandings with real-world contexts. While confidence and efficiency in basic knowledge of facts is important, a substantial focus is also placed on thinking, reasoning and problem-solving skills, requiring more open tasks that allow students to demonstrate their number sense, reason, make decisions and explain.
This chapter reports on the results of 35 of the pängarau tasks. Overall performance in tasks requiring the recall of basic number facts was good. However, students’ understanding of fractions and their ability to perform operations involving fractions was poor, as was an understanding of the effect of variability in problems involving chance, and the ability to recognise and use algebraic relationships between variables.
Chapter 6 reports the results of surveys of students about their curriculum preferences and perceptions of their achievement and potential in pükenga pärongo, tikanga ä-iwi and pängarau. Overall, students were positive about these aspects of the school curriculum as well as their ability and future learning in these areas.