Publications

Ngā Haeata Mātauranga - The Annual Report on Māori Education, 2007/08

Publication Details

Ngā Haeata Mātauranga – The Annual Report on Māori Education, 2007/08 is the ministry’s one-stop-shop for data, evidence and information about Māori education.

Author(s): Education Information and Analysis Group / Group Māori [Ministry of Education]

Date Published: February 2009

Summary of National and International Assessment Tools and Achievement Data

Tool Description Subject focus Findings
Assessment Tools for Teaching and Learning (asTTLe)  New Zealand  Classroom assessment tool allowing teachers to assess learners’ learning in relation to national attainment levels. Assesses reading, writing and mathematics, (pānui, tuhituhi and pāngarau).  asTTLe results show, on average, there are large and persistent differences between learners of different ethnic groups in reading. Findings also show the level of writing achievement for Māori and Pasifika learners is lower on average than for other student groups. In mathematics, Māori and Pasifika learners progress at the same rate as other ethnic groups. However, they start with lower average scores and the gap remains. 
National Certificate of Educational
Achievement (NCEA) 		 New Zealand  The main qualification available to secondary school learners. Learners typically gain Level 1 at year 11, Level 2 at year 12 and Level 3 at year 13. Assesses a wide range of subject areas from the National Qualifications Framework.  In 2007, the proportion of year 11 Māori learners to gain an NCEA Level 1 or above was 44%, up from 43% in 2006, 36% in 2005 and 33% in 2004. The proportion of year 12 Māori learners to gain an NCEA Level 2 or above was 49%, up from 48% in 2006, 43% in 2005 and 37% in 2004. The proportion of year 13 Māori learners to gain an NCEA Level 3 or higher was 37%, up from 32% in 2006, 28% in 2005 and 25% in 2004. 
National Education Monitoring Project (NEMP)  New Zealand  Ongoing project monitoring achievement of children at year 4 and year 8 in a range of subject areas. Assessments are carried out in different subject areas every year. Assesses all areas of the curriculum over a four-year cycle.  Disparities between Māori and Pākehā reduced between 2002 and 2006. There was a substantial reduction in disparity between Māori and Pākehā at year 4 in reading in 2004 and a smaller reduction at year 8 in writing in 2006. In 2007, on average, Māori learners performed less well than Pākehā learners in relation to the graphs, tables and maps assessment and the science assessment. However, there were gains in science achievement for all learners since 1999. Māori learners performed less well on questions that required prior knowledge.
Programme for International Student Assessment (PISA)  International  An international standardised study that assesses and compares how well countries are preparing their 15-year-old learners to meet real-life opportunities and challenges. Completed every three years. Assesses three key areas of knowledge and skills: reading, mathematical and scientific literacy. It has a focus on one of these areas each time PISA is administered. In 2006 science was the main focus.  Achievement levels for Māori in PISA vary widely. Generally, however, Māori achievement in reading, mathematical and scientific literacy, as assessed by PISA, is lower than for non-Māori. There has been no improvement for Māori in mathematics since 2003. However, there has been a decrease in achievement for Pākehā, which reduces the difference between the two groups. In reading, a larger proportion of Māori learners performed at the lowest levels than Pākehā. Māori girls recorded the highest average difference over their male counterparts compared with any other group. In PISA 2006, Māori students were least positive about science and least likely to report they were good at science (self-concept). They also had a lower average achievement than other students.
Progress in International Reading Literacy Study (PIRLS)  International  Comparative international study of reading literacy achievement in year 5. Completed every five years. Next assessment is due 2010/11. Assesses reading literacy.  The mean score for Māori learners in PIRLS 2005/06 was significantly lower than the international mean, although Māori girls performed at the international mean. There was no change in overall performance from 2001 to 2005/06. Proportionally fewer Māori learners reached the higher benchmarks of reading than Pākehā learners. Māori girls recorded the highest average difference over their male counterparts compared with any other group. 
Trends in International Mathematics and Science Study (TIMSS)  International  Study of mathematics and science achievement of year 5 and year 9 learners. Completed every four years.  Year 5 was assessed in 2006, with results due to be released December 2008. Year 9 was not assessed in 2006.  Assesses a range of cognitive skills in relation to mathematics and science.  Some evidence is emerging that the ethnic gap in mathematics and science achievement is narrowing. When year 5 TIMSS results for 2002 were compared with the results in 1994 and 1998, achievement among Māori children had improved. There was no change in the average performance for year 9 learners from 1994 to 2002. 

 

Contact Us

For more publication-related information, please email: information.officer@minedu.govt.nz

Search Publications

 Copyright © Education Counts 2011   |   Contact information.officer@minedu.govt.nz for enquiries.