Mori Approaches to

Assessment
by Lesley Rameka

Sarah Turner
 This article is focused on two
things:

1)How the Kaupapa Mori

theory frames New Zealand
Early Childhood Educational
Intro: practices

2) How the Kaupapa Mori

Learning and Assessment
Exemplar Project (KMLAE ) and
the author's doctoral work
studies how early child care
centers use Mori practices.
 Te manu i kai i te miro, nona te ngahere
Te manu i kai i te matuaranga nona te ao
The bird who partakes of the miro berry owns the forest
The bird who partakes of education owns the world.
-Maori whakatauki (proverb)

What does this proverb tell us about how the Maori culture
views education?
Kaupapa Maori Theory

Framework for assessment and learning

Kaupapa Maori has been described as the philosophy and practice of being a
Maori

The theory came out of a political movement in the 70s-80s that sought to
resist government policies in NZ that threatened cultural and language loss.

Kaupapa Maori gives the Maori way of life legitimacy, and give Maori people
autonomy over their lives and culture in New Zealand
Maori and Assessment

Learning is viewed as essential to the entire Maori Community.

Children need to know the skills, knowledge, and attitudes that are important
to the community for it to survive.

Maori learners are assessed by everyone who is affected by the result of their
learning (peers, parents, teachers, and greater community)
Te Whriki

Te Whriki: He Whriki Matauranga mo nga Mokopuna o

Aotearoa/Early Childhood Curriculum is the New
Zealand Ministry of Education's early childhood
curriculum policy statement. It is written in both English
and Maori.

Te Whariki is a guiding document that includes concepts

and goals that must be part of the curriculum of every
early child care center in NZ. Teachers, parents, and
communities are free to weave their own curriculum
within the principles of Te Whariki.
 Guiding Principles of Te Whriki Assessment
Whakamana/
Empowerment
The process of empowering a
student within an educational
setting. To meet this principle,
all assessments must be credit
based (focused on what the
child can do, instead of where
the child is lacking).
Kotahitanga/
Holistic Development
Assessments must consider the
student as a whole. How the
context of a students life affects
their performance on an
assessment should be reflected
on.
Nga Hononga/
Relationships
Learning is produced through
relationships with people,
places, and things in the
learner's world. Assessment
should be authentic to the childs
world and include opportunities
to build these relationships.
Whnau Tangata/
Family/Community
All individuals are part of
families and communities. Since
students learning affects their
families and communities, the
people closest to a student
should play a part in assessing
them.
 Learning stories are written
narratives that about events
that show a students
Learning knowledge, skills, or attitudes.

Stories:
They are an alternative to
traditional assessments. The
focus is put on what the
students knows and can do,
instead of what they can not
do.
I come not with my own strengths but bring with me the
gifts, talents, and strengths
of my family, tribe, and ancestors
-Maori whakatauki (proverb)

Maori Views of the Self and Child

Ideas found in the KMLAED Project

Children are, therefore, immensely powerful, rich, and
complete, an important living connection to the family-past, present, and
future. A living embodiment of ancestors and a link in descent lines
stretching from the beginning of time into the future. This represents a
construct of the child that is extremely wealthy, inherently competent,
capable, and gifted, no matter what his or her age or ability.

Assessment principles are grounded in the idea of students as competent,

capable and gifted no matter what their age or ability. Students dont have to
prove that they are of value through an assessment they inherently are.
Themes from KMLAED

Manaakitanga: Caring/Hospitality Manaakitanga comes from the root word

mana which means a person's worth or potential power. Mana is believed to be
enhanced through respect and care of others. A goal of Maori education is that
students learn to acknowledge the mana of others and reflect on their own mana.

Assessments must acknowledge and respect a student's mana, or worth/power,

just as students must respect the mana in all those they come in contact with.
Themes from KMLAED (continued)
Whanaungatanga: Kinship/Relationship Forming close relationships with extended
family is essential for learning. It is also important that students be able to form close and
caring relationships with those outside their family.

Assessment should recognize that students bring a unique history into their learning. Maori
assessments show the child as part of a greater family, tribe, culture, and identity.

Rangatiratanga: Self-Determination/Sovereignty In a Mori world view,

rangatiratanga includes a focus on individuals reaching their highest potential in order to
expand and deepen their talents and skills, thus strengthening and enhancing the collective
Assessments should help encourage students to display determination, problem solving
skills, persistence, and strength of character
 Discussion
Answer the questions on the handout, and be ready to discuss with a partner or
the class what you wrote.