title: Pupil commentary on assessment for learning

authors: Cowie, Bronwen

subjects: assessment for learning

abstract: This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

text: Pupil commentary on assessment for learning This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

year: 2005

title: Using Koi Carp to Produce Fish Silage

authors: Oulavallickal, Tifany

subjects: Silage

abstract: The natural environment of New Zealand is a highly cherished and important factor of the country. Introduced koi carp is considered a pest in New Zealand because it has a deleterious effect on fresh water systems. Hence eradicating the fish is essential. Identifying possible uses for this captured fish will help offset the cost of eradication. The aim of the study was to identify feasible products that could use koi carp as a raw material without the added impediment that a long term stable supply would not exist once fish numbers had been drastically reduced. The applications identified from a literature search could be categorized into three main groups: as food (for example canned carp); processed non-food uses (for example extracting fish collagen); and miscellaneous applications (such as biofertilizer). Silage production is a simple and cost effective method for using whole koi carp. The process involves mixing thawed minced fish with an acid and keeping it at a particular temperature for a short time. The effect of stirring conditions, pH and temperature was determined in the preliminary laboratory trials. A good silage requires a constant pH between 3.5 and 4.0 throughout the process and needed to be kept at 40°C for four days. Throughout the process the mixture needs to be thoroughly mixed. The main trials investigated the effect of different mineral and organic acids (singly and in combination) and the effect of using kiwifruit pulp as a source of proteolytic enzymes. The combination of hydrochloric acid and acetic acid (50:50 v/v) gave the best silage with high soluble solids content. Adding kiwifruit gave higher soluble solids after 36 h but the proteolytic activity then stopped. The process may need daily additions of green kiwifruit pulp to obtain a good silage. It is recommended that further studies on the biochemical changes during the silage process, the effect of other acid combinations in different proportions, the effect of acid strength, and other sources of exogenous proteolytic enzymes be investigated. It is also recommended that the costs of a commercial process be determined.

text: Using Koi Carp to Produce Fish Silage The natural environment of New Zealand is a highly cherished and important factor of the country. Introduced koi carp is considered a pest in New Zealand because it has a deleterious effect on fresh water systems. Hence eradicating the fish is essential. Identifying possible uses for this captured fish will help offset the cost of eradication. The aim of the study was to identify feasible products that could use koi carp as a raw material without the added impediment that a long term stable supply would not exist once fish numbers had been drastically reduced. The applications identified from a literature search could be categorized into three main groups: as food (for example canned carp); processed non-food uses (for example extracting fish collagen); and miscellaneous applications (such as biofertilizer). Silage production is a simple and cost effective method for using whole koi carp. The process involves mixing thawed minced fish with an acid and keeping it at a particular temperature for a short time. The effect of stirring conditions, pH and temperature was determined in the preliminary laboratory trials. A good silage requires a constant pH between 3.5 and 4.0 throughout the process and needed to be kept at 40°C for four days. Throughout the process the mixture needs to be thoroughly mixed. The main trials investigated the effect of different mineral and organic acids (singly and in combination) and the effect of using kiwifruit pulp as a source of proteolytic enzymes. The combination of hydrochloric acid and acetic acid (50:50 v/v) gave the best silage with high soluble solids content. Adding kiwifruit gave higher soluble solids after 36 h but the proteolytic activity then stopped. The process may need daily additions of green kiwifruit pulp to obtain a good silage. It is recommended that further studies on the biochemical changes during the silage process, the effect of other acid combinations in different proportions, the effect of acid strength, and other sources of exogenous proteolytic enzymes be investigated. It is also recommended that the costs of a commercial process be determined.

year: 2010

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013