title: Rauaroha: He tohu Aroha rau i te akoranga

authors: Paringatai, Karyn

subjects: huarahi ako

abstract: Nö te tau 2001 i whakatüria ai e Ako Aotearoa (National Centre for Tertiary Teaching Excellence) tëtahi tohu hei whakanui i ngä mahi a te tangata e whakaako ana i te taumata takiura. Me whakaatu te kaiwhiwhi tohu i tana ü roa ki ngä taumata tiketike rawa i tana mahi whakaako. Tekau mä rua ngä kaiwhiwhi toa i ia tau, kätahi ka whiriwhirihia ai e tëtahi kömiti kaiwhakawä kia kotahi te tangata e whiwhi nei i te Tohu Tiketike o te Pirimia. Mö ngä tau e whä kua hipa ake nei i riro i ngä kaiako Mäori te tohu tiketike nei. Ko te aronga o tënei tuhinga he whakaatu i ngä ähuatanga o ënei kaiako kia märama pai atu ai te whakaaro tiketike o te Mäori ki tënei mea te ako.

text: Rauaroha: He tohu Aroha rau i te akoranga Nö te tau 2001 i whakatüria ai e Ako Aotearoa (National Centre for Tertiary Teaching Excellence) tëtahi tohu hei whakanui i ngä mahi a te tangata e whakaako ana i te taumata takiura. Me whakaatu te kaiwhiwhi tohu i tana ü roa ki ngä taumata tiketike rawa i tana mahi whakaako. Tekau mä rua ngä kaiwhiwhi toa i ia tau, kätahi ka whiriwhirihia ai e tëtahi kömiti kaiwhakawä kia kotahi te tangata e whiwhi nei i te Tohu Tiketike o te Pirimia. Mö ngä tau e whä kua hipa ake nei i riro i ngä kaiako Mäori te tohu tiketike nei. Ko te aronga o tënei tuhinga he whakaatu i ngä ähuatanga o ënei kaiako kia märama pai atu ai te whakaaro tiketike o te Mäori ki tënei mea te ako.

year: 2017

title: ʺThree Strikesʺ sentencing: Another blow for Māori

authors: Rumbles, Wayne

abstract: On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

text: ʺThree Strikesʺ sentencing: Another blow for Māori On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

year: 2011

title: Assessment of student learning in a business internship

authors: Hodges, David Leslie

subjects: assessment

abstract: Internships, like other forms of cooperative education, involve students undertaking work as an integrated component of their tertiary education programme.  It is only relatively recently that research has been undertaken to consider what it is that students actually learn when undertaking such work. This is because workplace learning is complex, informal, and subject to the contextual influences of the particular workplace.  Such complexities are heightened in some disciplines, like business, where the work occurs in diverse workplace settings, with the work requirements being unique to each student. Not surprisingly, there is even less research that may assist practitioners to find ways of assessing such learning.

Most forms of summative assessment are based on adherence to the principles of criterion-referencing, which require using the same criteria and set of standards for all students. But when the learning takes place away from the formal, structured environment of an educational setting, underpinned by a fixed and 'known' curriculum, adoption of such principles is problematic, and can create the conditions for assessment to be inherently unfair (and therefore invalid).  This is because they can fail to take account of the individual and variable nature of the work, the contextual influences involved, and the conscious and unconscious biases of the assessors.

So how does one assess student performance and learning in cooperative education? This thesis sets out to address this question in relation to a business internship that is part of an undergraduate degree programme in a large New Zealand polytechnic.  A multi-theoretical approach was taken to the study, which provided valuable frames of reference for viewing assessment of learning.  By adopting an interpretive methodology, primarily driven through participatory action research, the contextual complexities involved were able to be incorporated into the research design. Through engagement with the practitioner, a self-assessed, evidence-based portfolio model of assessment was created.  A key feature of the model is that the 'truth' of students' performance emerges through consensus, based on an informed understanding of the subjective elements and contextual influences present.  An important contribution is the on-going dialogue that occurs, throughout the work placement, between the stakeholders (employers, students and academics).

 The study has found that the assessment model developed was able to address the complexities involved. The stakeholders supported and valued the portfolio assessment model, and it was apparent that the formative aspects of the portfolio contributed positively to its summative outcome, without seemingly compromising the nature of either. The portfolio also had a high 'backwash' effect on learning, contributing to its consequential validity.  Such learning included students' increased awareness of the important competencies required in the workplace and how such competencies contribute to effective performance.  In addition, the self-assessed nature of the model contributed to students' development as lifelong assessors of their own learning; preparing them to become self-regulating professionals.   Finally, it was apparent that informal, emergent learning, derived from the sociocultural influences present, was an important feature of students' workplace experiences.

text: Assessment of student learning in a business internship Internships, like other forms of cooperative education, involve students undertaking work as an integrated component of their tertiary education programme.  It is only relatively recently that research has been undertaken to consider what it is that students actually learn when undertaking such work. This is because workplace learning is complex, informal, and subject to the contextual influences of the particular workplace.  Such complexities are heightened in some disciplines, like business, where the work occurs in diverse workplace settings, with the work requirements being unique to each student. Not surprisingly, there is even less research that may assist practitioners to find ways of assessing such learning.

Most forms of summative assessment are based on adherence to the principles of criterion-referencing, which require using the same criteria and set of standards for all students. But when the learning takes place away from the formal, structured environment of an educational setting, underpinned by a fixed and 'known' curriculum, adoption of such principles is problematic, and can create the conditions for assessment to be inherently unfair (and therefore invalid).  This is because they can fail to take account of the individual and variable nature of the work, the contextual influences involved, and the conscious and unconscious biases of the assessors.

So how does one assess student performance and learning in cooperative education? This thesis sets out to address this question in relation to a business internship that is part of an undergraduate degree programme in a large New Zealand polytechnic.  A multi-theoretical approach was taken to the study, which provided valuable frames of reference for viewing assessment of learning.  By adopting an interpretive methodology, primarily driven through participatory action research, the contextual complexities involved were able to be incorporated into the research design. Through engagement with the practitioner, a self-assessed, evidence-based portfolio model of assessment was created.  A key feature of the model is that the 'truth' of students' performance emerges through consensus, based on an informed understanding of the subjective elements and contextual influences present.  An important contribution is the on-going dialogue that occurs, throughout the work placement, between the stakeholders (employers, students and academics).

 The study has found that the assessment model developed was able to address the complexities involved. The stakeholders supported and valued the portfolio assessment model, and it was apparent that the formative aspects of the portfolio contributed positively to its summative outcome, without seemingly compromising the nature of either. The portfolio also had a high 'backwash' effect on learning, contributing to its consequential validity.  Such learning included students' increased awareness of the important competencies required in the workplace and how such competencies contribute to effective performance.  In addition, the self-assessed nature of the model contributed to students' development as lifelong assessors of their own learning; preparing them to become self-regulating professionals.   Finally, it was apparent that informal, emergent learning, derived from the sociocultural influences present, was an important feature of students' workplace experiences.

year: 2010