Culturally located assessment in early childhood education

Abstract

According to Broadfoot (1996), assessment is one of the most powerful vehicles for educational change. It is a key influence on the shape and quality of education and learning for students. Kaupapa Maori assessment has the potential to make a difference for Maori children. This paper illustrates and provides insight into assessment by and for Maori in early childhood. It analyses the nature of Kaupapa Maori assessment understandings and practices that move beyond current, culturally situated and culturally responsive perspectives of learning to learning and learners being seen as deeply located, embedded within Maori ways of knowing and being.