Kei Tua o te Pae

Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars is a best-practice guide that will help teachers continue to improve the quality of their teaching.

The exemplars are a series of books that will help teachers to understand and strengthen children's learning. It also shows how children, parents and whānau can contribute to this assessment and ongoing learning.

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Book 1: An introduction to Kei Tua o te Pae – He whakamōhiotanga ki Kei Tua o te Pae

E Tipu e Rea nā – Hirini Melbourne

Translation by Mere Skerrett-White

Introduction – He kupu whakataki

An Introduction to Kei Tua o te Pae is the first in a series of books of exemplars developed to consider and inform assessment practice in early childhood education. Each book is briefly described on the contents page at the front of the folder. This book introduces the series and explains the thinking and philosophy behind the project. It discusses what assessment for learning entails.

The framework for the development of the exemplars emerged from the philosophy of Te Whāriki. The four principles of Te Whāriki are also the principles for assessment, and they provided the framework for Kei Tua o te Pae.

The five strands of Te Whāriki: Well-being – Mana Atua, Belonging – Mana Whenua, Contribution – Mana Tangata, Communication – Mana Reo, and Exploration – Mana Aotūroa, are woven into the exemplars.

The focus throughout Kei Tua o te Pae is on assessment as a powerful force for learning, not on a particular format or method for assessment. Everyday assessments from a range of early childhood settings have been selected as exemplars because they illustrate important assessment issues. They are not “exemplary” in the sense of excellent or perfect. Only the audience for whom they were recorded (the learning community) could make a judgment about that.

The books are designed as a professional development resource to enable learning communities to discuss assessment issues in general, both in terms of Te Whāriki and in terms of their own specific settings. They introduce principles that will help learning communities develop their own assessments of children’s learning.


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