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Te Reo Matatini assessment

Kura: Te Kura Kaupapa Māori o Te Ara Hou
Kaiako: Vicki Peni/Kumeroa Samuels
Level: Yr 5–8 (Example is Yr 6 although appropriate for levels 1 – 4)

Examples of some approaches to Te Reo Matatini assessment with particular focus on te reo ā-waha and te reo tuhi and the process of making overall teacher judgements.

For discussion

For discussion

  1. What do you do to determine the language proficiency of the students in your
  2. What benefits are realised from teacher conversations and discussions? How can this set up?




[Teacher and child]

Hi Nukuroa, right, today I am going to assess your oral language. 

[Teacher I/V]

For three years now, we have been using a Māori language oral assessment tool called Kaiaka Reo. It comprises of a table of pictures that students are asked to talk about. They can make up their own story. 

[Teacher and student]

This is an oral language assessment. There are nine pictures in front of you, what I would like you to do is to tell me something about the pictures. You should start from the first picture and work your way down to the ninth picture. 

Now, while you are talking I would like to record you on my voice recorder. Is that ok? Do you agree to me doing that? Good. 

Right, I’ll just press the button and you can start talking. Have a look, you can have some time to look at the pictures and think about what you will say. Right – over to you. 


So, me and my friend were walking down the road and we saw … 

[Teacher I/V]

After completing the assessment, we listen to each student and decided where they are on the proficiency scale. If they are a 1 up to a 5. If they are a 1, then they have very little language and if they are a 5 that indicates they have a very high knowledge and fluency.

Three of us assessed the students across the whole school. Two of us in the primary school and one other in the wharekura. When we finished all the assessments we sat down together to discuss and share the outcomes of the assessment.

There aren’t a lot of resources, but we use Te Reo Matatini often and refer to the stages in there. There is a big focus on Year 6 to Year 8 in Te Reo Matatini.

We also have found one of the books put out by Te Wānanga o Raukawa to be very helpful. It has lots of kīwaha and other similar language in it. 

In terms of writing, we have just started having PLD  (this week) for the resource He Manu Tuhituhi. It’s been a great help to us. Those books have been on the shelf for a long time so we are really pleased that we have been able to find the time, and find a person who has been able to explain that resource to us. 

[Two teachers discuss writing samples] 

[Teacher I/V]

So, we are really still working through how to best develop our writing programme. In regards to other areas of language, whakaatu and other modes of language each teacher designs their own programme. We continue to regularly meet to discuss and look at how we can progress our language programmes in the primary school area.

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