Being Māori: culturally relevant assessment in early childhood education

Abstract

Concern has been raised about the under-achievement of Māori children in education. The problem has tended to be located with Māori 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 Māori worldviews, ideas of valued learning and aspirations for children. This paper illustrates and provides insight into assessment by and for Māori. The paper analyses the nature of assessment understandings and practices that reflect traditional Māori values. It highlights culturally relevant assessment that makes sense to Māori, that reflects ‘being Māori’ and that supports Māori ideals and aspirations for children.

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