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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Teachers can help children to contribute to their assessment in two ways: through encouraging self-assessment (which can be carried out in a variety of ways) and by including the child’s voice in assessments that include multiple perspectives.
Bishop, Russell and Glynn, Ted (2000). “Kaupapa Māori messages for the mainstream”. Set Research Information for Teachers, no. 1, pp. 4–7.
Durie, Mason (2003). “Māori Educational Advancement at the Interface between te Ao Māori and te Ao Whānui”. Paper presented at the Hui Taumata Mātauranga Tuatoru, Tūwharetoa, 7–9 March 2003.
Ministry of Education (1998). Quality in Action/Te Mahi Whai Hua: Implementing the Revised Statement of Desirable Objectives and Practices in New Zealand Early Childhood…
What is the vision for wise bicultural assessment practice in our setting? How far are we along the pathway towards it? What evidence do we have that we are moving towards it?
How do our assessment practices reflect the bicultural nature of Te Whāriki? What steps can we take to make this bicultural nature more visible in our assessment practices?
Are our assessment practices accessible to Māori whānau? Do they access them? Do they have a say? If not, why not? How can we encourage dialogue on and…
Which assessments from our setting make ICT learning visible to teachers, children, families, and whānau?
What opportunities do we have for involving ICT expertise from the wider community in the documentation of our children’s learning? Do we access this expertise?
In what way are our assessments grounded in a clear understanding of the purposes, practices, and social context of our early childhood setting and its community? In what way, therefore, can ICT assessments indicate that we are on th…
1 Iram Siraj-Blatchford and John Siraj-Blatchford (2003).
More than Computers - Information and Communication Technology in the Early Years. London: The British Association for Early Childhood Education, p. 4.
2 Ministry of Education (2005). Supporting Learning in Early Childhood Education through Information and Communication Technologies: A Framework for Development. Wellington: Ministry of Education, p. 16. The passage quoted is from Ministry of Education (1996). Te Whāriki: He Whāriki Māta…
At the centre, we have a plum tree. It was laden, and the fruit was sweet. Our kuia came to visit. They do not like to waste food, so we decided to use it all and make jam.
BackgroundThis activity of making jam is not a particularly Māori thing to do, but embedded within the activity are the Māori tikanga – those cultural aspects that are distinctly and uniquely Māori. (We’re sure other cultures do similar activities underpinned by similar cultural values but represented in different ways.)
Ma…
Pathways to bicultural assessment practice will have the following features:
Acknowledgment of uncertainty: Teachers will be willing to take risks and to acknowledge that the pathways are not clearly marked out. Advice from the community and reciprocal relationships with families will provide signposts and support.
Diversity: There is not one pathway; there are multiple pathways. However, all early childhood settings will be taking steps towards bicultural assessment practice.
Multiple perspect…
This book asks the question “What is bicultural assessment?” Te Whāriki is a bicultural document, written partly in Māori and woven around the principles of whakamana, kotahitanga, whānau tangata, and ngā hononga. Tilly and Tamati Reedy led a team representing Te Kōhanga Reo National Trust Board to develop the kaupapa Māori content. Tilly Reedy (2003) describes Te Whāriki as encouraging:
"the transmission of my cultural values, my language and tikanga, and your cultural values, your langua…
Rangimarie Turuki (Rose) Pere (1991) developed a Māori educational framework or model, te Aorangi (the universe), that illustrates the complexity of te ao Māori.
Pere’s model integrates the dimensions of wairuatanga (spirituality), tinana (the body), hinengaro (the mind), and whanaungatanga (the extended family). It also includes mana, the integrity and prestige of the individual; mauri, the life principle, which includes language; and whatumanawa, the expression of feelings.
In March 2003, Ma…
Introduction – He kupu whakatakiThe principles in Te Whāriki reflect a sociocultural approach to learning (see Te Whāriki, page 19). This approach is informed by Urie Bronfenbrenner’s (1979) ecological-contextual model, which provides a framework for understanding the contexts in which humans develop. It is an approach that emphasises the importance of relationships and whanaungatanga.
Quality in Action: Te Mahi Whai Hua (pages 37–40) includes ideas about assessment practice that are consistent…
Ames, Carole (1992). “Classrooms: Goals, Structures, and Student Motivation”. Journal of Educational Psychology, vol. 84, pp. 261–271.
Biddulph, Fred, Biddulph, Jeanne, and Biddulph, Chris (2003). The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: Best Evidence Synthesis. Wellington: Ministry of Education.
Hutchins, Pat (1993). The Wind Blew, New York: Aladdin.
Bronfenbrenner, Urie (1979). The Ecology of Human Development. Cambridge, Mass.: Harvard Uni…
How do our assessments take account of the context (relationships with people, places, and things) in which learning is occurring? What are some recent examples from our early childhood setting?
How do our assessment practices motivate and empower learners and enhance the children’s sense of themselves as capable people and competent learners? What are some recent examples from our early childhood setting?
How do we use assessment information to draw attention to the integrated nature of the chi…
In this section
Noticing, recognising, and responding
Having clear goals
Documenting assessment
Everyday contexts
Protecting and enhancing the motivation to learn
Acknowledging uncertainty
Listening to children
Collective assessments
Keeping a view of learning as complex
E Tipu e Rea nā – Hirini MelbourneTranslation by Mere Skerrett-White
Moe mai rā e te hua
I tō moenga pai
Kaua rā e tahuri
Taupoki ki roto i tō papanarua
Kia mahana ai
Ka tō te marama e tiaho nei
Ka hī ake ko te rā
Kei tua o te pae
Tipu kē ake koe
Me he horoeka
Torotika ki te rā
Whāia te māramatanga
O te hinengaro
O te wairua
Kia puāwai koe ki te ao
Ka kitea ō painga
Sleep my loved one
in your comfortable bed.
Don’t be restless.
Snuggle up safe and sound in your
duvet so that you are warm.…
What do we understand by "assessment for learning"?
In what way do the metaphors for learning in Hirini Melbourne's E Tipu e Rea relate to the assessment practice in our setting?
In what way might assessment for learning in early childhood settings support Mason Durie’s broad goals of education for Māori?
How does the description of assessment for learning as "noticing, recognising, and responding" compare with our understanding of it?
To what extent are our assessment p…
Broadfoot, Patricia (2000). “Assessment and Intuition.” In The Intuitive Practitioner: On the Value of Not Always Knowing What One Is Doing, ed. Terry Atkinson and Guy Claxton. Buckingham: Open University Press.
Carr, Margaret (2001). Assessment in Early Childhood Settings: Learning Stories. London: Paul Chapman.
Cowie, Bronwen (2000). “Formative Assessment in Science Classrooms”. PhD thesis, The University of Waikato.
Crooks, Terry (2002). Assessment, Accountability and Achievement: Principl…
Assessment for learning implies that we have some aims or goals for children’s learning. Te Whāriki provides the framework for defining learning and what is to be learned. The goals and indicative learning outcomes are set out in strands.
In this project, assessment for learning is described as “noticing, recognising, and responding”. This description comes from Bronwen Cowie’s work on assessment in science classrooms (2000). It was useful to the teachers in her study, and early childhood teachers have found it useful as well. These three processes are progressive filters. Teachers notice a great deal as they work with children, and they recognise some of what they notice as “learning”. They will respond to a selection of what th…
The exemplars are followed by annotations that provide focused comment on each exemplar. These annotations follow a standard question-and-answer format.
What’s happening here?
The answer gives a brief description of what’s happening in each exemplar.
What aspects of [the area specified] does this assessment exemplify?
The answer refers back to the explanations in the exemplar book’s front pages. It explains why this assessment was chosen. (The exemplar may also illustrate other aspects of asse…
The Early Childhood Education Learning and Assessment Exemplar project started as a pilot project alongside the Ministry of Education's National Exemplar project in schools. Collaborative, credit-based narrative assessment is at the heart of the approach. Narrated stories document children's engagement in learning experiences. Subsequent assessment of the learning informs ongoing learning. The stories and assessments are presented in children's portfolios for children, families an…
