Hei Taunaki i te ako

1. HeiTaunakiiteako Assessment and moderation for te reo Māori in the tertiary sector in Aotearoa New Zealand

2. 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

3. Kongāwānanga • 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

4. Ngātauira • tereo Māori learners in the tertiary sector can not be easily defined • diverse group, with different language proficiencies, needs, and goals • “koekoetetūī, keteketetekākā, kūkūte kereru, tekekōtepīkaokao”

5. Ngāaromatawai • 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

6. Ngāmomoaromatawai • Itirearea, teitei kahikatea kataea • Ae, kaorānei

7. Itirearea… • “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.”

8. “…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?”

9. “Mātearomatawaikoekamōhiokitetaumata o te reo o ngātauira. He meanuitearomatawai, he meanuirawaki a mātau, kingātauira.”

10. “Eharaitemea he pepa reo anaketēnei. E kao. He taharangahau tana, he taha reo hoki tana. Kotemahi o ngaaromatawai o tēneipepa, he whakatewhatewhaiēneimea e rua. I ētahiwā 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).

11. 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 .”

12. “Kotekaupapa o tēneiwānanga, he akoitetauirakingarerenga o tewhaikorero, o tekaranga me ngātikanga a o te marae. Kongāmahikawhakangungua, kotewhakairotikaitekōrero, kotetakiitekarakia, ite whakapapa, koteiereite waiata kiawaitī, kotewānangaitewhakataukī, itetū me tekori o tetinana, kotewhakakōreroingāwhatu, itekanohi me ngāringaringa, kotewhakahīkoitikaingāwaewae. E otiaiēnei, kuawhakangunguatetauiratāneikitemauiterakau e paianaki a ia.Koēneirākaukotetokotoko, kotetiripou, kote patu, kotetoki, kote taiaha, kotetewhatewha.

13. Komātautokotorutemana o tēneiwānanga. Kai o mātauringaringateorate mate rānei o ngātauira. Kai tekōreromanaahau. Ināputateihu o tetauira, me matataumarikaiakite reo me ngāāhuatangakatoa. Koi mimititemana o tekaupapa me ngā tohunga.

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