He kokuhutanga ki te mahi aromatawai

1
He kokuhutanga ki te mahi aromatawai formative.
He awheawhe a-Ipurangi Ko te kai rapu, ko ia
te kite.
2
Ma wai tenei awheawhe?

• Nga pouako
• Nga tari o te kura
• Nga kaiwhakahaere o AtoL.

Ma tenei awheawhe ka

• ata titiro, ka ata arotake ai i ou pukenga
  aromatawai
• tuhura ai i nga momo ahuatanga aromatawai
• tautoko i nga hotaka AtoL i roto i nga kura.

3
Ma tenei awheawhe ka

• tautu i nga ahuatanga aromatawai kia whakapakari
  ake i te akoako
• ata whakaaroaro ai i nga panga o nga
  rangahautanga ki ou pukenga whakaako akonga
• rapu matauranga hei awhina i ou pukenga whakarite
  mahere, whakarite hotaka.

4
Ko te tamaiti te putake o te kaupapa Ehara ko te
kawe ake o te akonga o te matauranga te whainga o
te matauranga momoho, engari ko te hiahia kia
mohio, ko te aheinga kia ako ke. If a school
sends out students with a desire for knowledge
and some idea of how to acquire and use it, it
will have done its work. Too many students leave
school with the appetite killed and the mind
loaded with undigested lumps of
Information. (Abbott, 1999)
5
Te tikanga o te kupu aromatawai? The word
assess comes from the Latin verb assidere
meaning to sit with. In assessment one is
supposed to sit with the learner. This implies it
is something we do with and for students and
not to students (Green, 1999). Me toko
whakaaro ake ki tetahi kuia e whakaako ana i nga
mahi raranga ki nga tamariki. He aha nga korero,
nga ahuatanga ka puta mai? Assessment in
education is the process of gathering,
interpreting, recording and using information
about pupils responses to an educational task
(Harlen, Gipps, Broadfoot, Nuttal, 1992).
6
He aha te aromatawai formative me te summative?
Aromatawai formative often means no more
than that the assessment is carried out
frequently and is planned at the same time as
teaching. (Black and Wiliam, 1999) provides
feedback which leads to students recognising the
(learning) gap and closing it it is forward
looking (Harlen, 1998) includes both
feedback and self-monitoring. (Sadler, 1989)
is used essentially to feed back into the
teaching and learning process. (Tunstall and
Gipps, 1996)
Aromatawai summative assessment (that) has
increasingly been used to sum up learning(Black
and Wiliam, 1999) looks at past achievements
adds procedures or tests to existing work ...
involves only marking and feedback grades to
student is separated from teaching is carried
out at intervals when achievement has to be
summarised and reported. (Harlen, 1998)
7
Te tairitenga kumara

• Mena ka whakaaro ai i nga akonga hei kumara, ko
  te
• aromatawai summative he tukanga whakaine i te
  kumara. Me whakatauritea, me tataritia nga
  inenga, engari kaore enei i pa atu ki te
  tipuranga o te kumara
• aromatawai formative he rite ki te maanaki, te
  whangai, te waiwai hoki i te kumara he panga
  nui tenei ki te tipuranga o te kumara.

8
He aha ou whakaaro?He pai te tairitenga kumara
ki a koe?
Ngohe aromatawai A muri i te akoako A te wa ka
ako Whakahoki korero Hoatu korero Akoako haere
tonu o te akoako hei te akoako Titiro
whakamuri Titiro whakamua Ata whakaaro/arotake Wha
kapai ake/whakaniko
Ngohe whakamahia nga kupu kei te taha matau ki
te hanga i tetahi momo ahua (hei tauira, mahere
hinengaro, tutohi) o nga hononga o te aromatawai
formative ki te aromatawai summative.
9
Nga mahi rangahau no Aotearoa
Ko Te Kauhua Maori in Mainstream Project he
kaupapa paerata whakahoahoa e whakarato ana i nga
ara aronga ki nga tutukitanga a nga akonga Maori
i roto i nga kura riroa. Na te arotakenga i tautu
ai i nga tukanga waimeha kua whakawhanake te
ngaiotanga o nga pouako. Tirohia tenei
paetukutuku kei TKI, ki te rapu korero mo Te
Kauhua Maori in Mainstream Project
http//www.tki.org.nz/r/maori_mainstream/tekauhua_
e.php
10
Nga mahi rangahau no Aotearoa
Ko Te Hiringa i te Mahara (the power of the
mind) he kaupapa whakawhanake ngaio a-motu na Te
Tahuhu o te Matauranga. Ka arotahi ai ki nga
pouako Maori no nga kura tuarua, koia ano ra nga
pouako e whakaako ana te reo Maori. I timata
tenei mahi i Pipiri 1998, kia awhina, kia tautoko
i te ahotea i runga i nga pouako Maori o nga kura
tuarua. Ko Gardiner raua ko Parata Ltd nga
kaiwhakahaere o tenei kaupapa, a, ko te tino
whainga he whakapakari ake i nga putanga
matauranga mo nga akonga. Tirohia tenei
paetukutuku kei TKI, ki te rapu korero mo Te
Hiringa i te Mahara http//www.tki.org.nz/r/maor
i_mainstream/tehiringa_e.php
11
Nga mahi rangahau no Aotearoa

• He wahanga a Te Mana no te Whakaaro Matauranga
  Think Learning. Ko te whainga o tenei kaupapa he
  whanake i nga whainga ako o nga akonga Maori ki
  nga tangata Maori, te hapori me nga tumomo wahi
  matauranga.
• Kua hangaia e Te Mana nga raraunga hei awhina i
  nga rangatahi me a ratau whanau, nga pouako me
  nga tangata e hoki ana ki nga kura whakaako ai.
  Ka tautoko enei raraunga i nga mahi o nga
  pouwhakataki 22 kei nga topito katoa o Aotearoa e
  hapai ana i nga whanau, nga hapu, nga iwi, me nga
  kura kia tautoko i nga akonga kia tutuki ai i
  nga whainga matauranga.
• Tirohia tenei paetukutuku kei TKI, ki te rapu
  korero mo Te Mana
• http//www.tki.org.nz/r/maori_mainstream/temana_e.
  php

12
Nga mahi rangahau no Aotearoa
Na Professor Russell Bishop o Te Whare Wananga o
Waikato a Te Kotahitanga i whanake, i
whakahaere. I awhina nga kairangahau o Te Whare
Wananga o Waikato me te whanau o Poutama Pounamu
kei Tauranga i a Russell. E tuhura ana me
pehea te whakahou ake i nga tutukitanga a nga
akonga Maori kei nga tau 9 me te 10 i roto i nga
kura riroa. Kei roto nga ahua whainga whakaako, e
noho ana hei putaketanga mo nga mahi whakahiki
pukenga. Tirohia tenei paetukutuku kei TKI, ki
te rapu korero mo Te Kotahitanga
http//www.tki.org.nz/r/maori_mainstream/tekotah_e
.php
13
He aha te mea tino hira?
I nga rangahautanga mo Te Kotahitanga, i uiuia
nga akonga o nga Tau 9 me te 10 me a ratau
pouako, a, ka pataihia ratau He aha te mea tino
hira i akona e nga akonga, kaore noa iho
ranei? Na nga putanga, i whakaaro ai tokowha o
nga akonga mai te tokorima he tino hira te
whanaungatanga a-kanohi ki te kanohi, a, nga
pahekohekotanga ki te pouako o roto i te akomanga
hoki. I tutuki pai nga akonga ina ka whai
wariu nga pouako ki a ratau, ka tuma i a ratau,
a, ka mau i nga whainga teitei e pa ana ki a
ratau pukenga. Ara, ka tutuki pai, ka whakapono
atu hoki nga pouako ki a ratau.

14
Nga rangahautanga no tawahi
I te tau 1998, i whakaputaina e Paul Black raua
ko Dylan Wiliam o te Kareti Kings i Ranana nga
hua o ta raua mahi rangahau e pa ana ki te
aromatawai a-akomanga i roto i te tuhinga Inside
the Black Box Raising Standards through
Classroom Assessment. Tirohia tenei paetukutuku
ki te rapu korero http//www.kcl.ac.uk/depsta/edu
cation/publications/blackbox.html
15
Nga rapunga a te pouaka pango

• Na nga rangahau a Black raua ko Wiliam i tohu i
  nga tino take e rima kia whakapai i te ako ma te
  aromatawai
• Ka whakahoki korero ki nga akonga.
• Ka whai wahi nga akonga i roto i a ratau ake
  akoranga.
• Te whakatika i nga mahi whakaako kia aro atu ki
  nga putanga o nga aromatawai.
• Kia ahukahuka ai i te awe o te aromatawai ki te
  manawa me te kiritau o te akonga he tino hira
  nga mea e rua ki nga mahi akoako.
• Kia mohio ai nga akonga ki te aromatawai i a
  ratau ano, a, ka marama me pehea te whakapiki i
  ana mohiotanga.

16
Te whakamaramatanga

• Ka wariu, ka pono hoki nga pouako ki nga akonga.
• Ka whakamohio atu nga whainga ako ki nga akonga.
• Ka whakauru ai i nga akonga i te aromatawai
  whaiaro.
• Ka whakarato ai i te whakahoki korero hei awhina
  i te akonga kia mohio nga mahi e whai ake ana me
  te tukanga kia tutuki pai.
• Kia whai kaha ki te whakapakari ake i nga akonga.
  
• Ka whakarato ai i nga tauira ki nga akonga e pa
  ana ki a tatau ake tumanakotanga.
• Whaia e koe te iti kahurangi,
• ki te tuohu koe me he maunga teitei.

17
Arotake whaiaro, 1
Ka whakatau i a koe 5 Ka whai wa ahau i nga
wa katoa ki 0 Kaore au i whai wa

• 1. He pehea to
• whakamohio atu i nga whainga ako ki nga akonga?
• whakauru i nga akonga ki te aromatawai whaiaro?
• whakahoki korero ki nga akonga?
• 2. Ka whai kaha koe ki te whakapakari i ia
  akonga?
• 3. Me whakaaro koe, he aha nga araitanga ki nga
  mahi aromatawai i te ahua formative?

18
Ko nga tautawhi e whai ake nei

• Ka aromatawai te pouako i te nuinga me te
  whakaaturanga o nga mahi kaore i te kounga o te
  akoranga.
• Kia arotahi ai ki nga tohu me nga maka, na tenei
  ka whakaheke i te kiritau o te akonga, ehara i te
  whakaputa korero whakapakari.
• Ka whakataurite ai i tetahi akonga ki tetahi, na
  tenei ka whakaheke i te kiritau o te akonga kaore
  i te tino kaha.
• Ki tou whakaaro, he tautawhi enei? Ina ka
  whakaae koe, whakamaramatia mai me pehea koe e
  whakarereke ai i tetahi ahuatanga whakaako
  tamariki kia whakaako i te ahua formative.
• He iti ra, he iti ra mapihi pounamu.

19
Arotake whaiaro, 2

• Kei hea koe i takoto ai to ritenga aromatawai i
  waenganui i nga muka e rua i raro iho?
• Ko te tino arotahi te

20
Whakarapopoto

• Koinei nga whainga a nga ritenga mai i nga mahi
  rangahau e
• whai ake ana
• Whakamaramatia nga putanga ako i te timatanga.
• Whakamohio atu i nga putanga ako i te timatanga o
  te akoranga.
• Tapirihia nga aromatawai whaiaro ta te akonga me
  nga putanga ako.
• Arotahi ai te whakahoki korero a-waha, a-tuhituhi
  me nga putanga ako.
• Ka whakarite i nga whainga ako mo ia akonga e
  hangai ana ki a ratau pukenga o naianei, a, ka
  arotahi ai ki tera atu taumata.
• Ka whakamahi i nga patai hohonu kia wero, kia
  arahi ki tera atu taumata.

21
Papakupu
a muri i te akoako after learning a te wa ka ako
during learning akoako haere tonu learning
continuum aromatawai whaiaro self-assessment arota
ke reflect arotake whaiaro self-evaluation ata
whakaaro review awheawhe workshop hei te akoako
for learning hoatu korero feed forward kura
riroa mainstream
momoho successful ngohe aromatawai assessment
activity o te akoako of learning pouwhakataki
facilitators ritenga findings tairitenga
analogy titiro whakamua looking forward titiro
whakamuri looking back toko whakaaro
imagine whakaaroaro reflect whakahoki korero
feedback whakaniko enhance whakapai ake improve

22
Nga rauemi Abbott, J. (1999, January). Battery
hens or free range chickens What kind of
education for what kind of world? Journal of the
21st Century Learning Initiative, 112. Bishop,
R., Berryman, M., Tiakiwai, S. Richardson, C.
(2002). Te Kotahitanga The Experiences of Year 9
and 10 Maori Students in Mainstream
Classrooms. http//www.tki.org.nz/r/maori_mainstre
am/tekotah_e.php Black, P. Wiliam, D. (1998).
Inside the black box Raising standards through
classroom assessment. London British Educational
Research Association. Black, P. J., Wiliam, D.
(1998). Assessment and classroom learning.
Assessment in Education Principles, Policy and
Practice, 5 (1), 774. Green, J. M. (1998,
February). Constructing the way forward for all
students. A speech delivered at Innovations for
Effective Schools OECD/New Zealand joint
follow-up conference, Christchurch, New Zealand.

23
Nga rauemi Harlen, W. (1998) Classroom
assessment A dimension of purposes and
procedures. In K. Carr (Ed.), SAMEpapers (pp.
7587). Hamilton, New Zealand Centre for
Science, Mathematics and Technology Educational
Research, University of Waikato. Harlen, W.,
Gipps, C., Broadfoot, P. Nuttall, D. (1994)
Assessment and the improvement of education.
Chapter 34 in Moon, B. Mayes, A.S. Teaching and
Learning in the Secondary School. London
Routledge / The Open University Te Hiringa i te
Mahara http//www.tki.org.nz/r/maori_mainstream/te
hiringa_e.php Te Kauhua Maori in Mainstream
Project http//www.tki.org.nz/r/maori_mainstream/t
ekauhua_e.php Te Mana http//www.tki.org.nz/r/ma
ori_mainstream/temana_e.php Tunstall, P.,
Gipps, C. (1996). Teacher feedback to young
children in formative assessment A typology.
British Educational Research Journal, 22 (4).