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ERIC Number: EJ947080
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0957-5146
Being Maori: Culturally Relevant Assessment in Early Childhood Education
Rameka, Lesley Kay
Early Years: An International Journal of Research and Development, v31 n3 p245-256 2011
Concern has been raised about the under-achievement of Maori children in education. The problem has tended to be located with Maori children rather than with assessments. Clearly if one takes a sociocultural perspective achievement is situated. Although studies in early childhood education have examined and developed assessment tools and frameworks there has been little attention given to early childhood assessment methods that are congruent with Maori worldviews, ideas of valued learning and aspirations for children. This paper illustrates and provides insight into assessment by and for Maori. The paper analyses the nature of assessment understandings and practices that reflect traditional Maori values. It highlights culturally relevant assessment that makes sense to Maori, that reflects "being Maori" and that supports Maori ideals and aspirations for children.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand