How to use the TRM results

What information can the results tell us about the student?

Results indicate a student’s proficiency in te reo Māori and help answer the following questions:

Which aspect(s) of te reo Māori does the student appear to be strong in?
Which aspect(s) of te reo Māori does the student appear to be weak in?
How does the student compare with other students in the class?
Which stage of the te Reo Māori assessment is the student at?

Scale description

The following scale description describes the level of skill and knowledge associated with scoring at different parts of the Te Reo Māori Assessment. The description is divided into five parts or stages. The description for each stage outlines the typical kinds of things students who achieve at that stage have shown they can do during the assessment. Students will generally have mastered the things described in the stages below their stage and be working towards achieving the things described in any higher stages.

The description provides examples of what students may be able to do across the four aspects: vocabulary, social interaction, cultural knowledge, and language knowledge. Items related to cultural knowledge focus on Māori culture. Items categorised as assessing language knowledge test knowledge of phrases and sentences with a focus on grammatical aspects.

Click on the image below to open the scale description document as a PDF

Figure 1 Te Reo Māori Assessment scale stages

What does each stage tell us about next steps for learning?

Stage 1 (S1)

Students will have knowledge of:

vocabulary relating to colours, simple nouns, basic numbers (1-10), common te reo Māori words heard in New Zealand English and some loan words, where the te reo Māori word sounds very similar to the English word (for example,. pikitia for picture)
some simple commands, simple greetings, simple compliments, and a simple response to asking, “How are you?”
some of the words used in pepeha (personal introduction)
some simple phrases.

At this stage, work with students to ensure they have a full grounding in the areas mentioned for vocabulary, social interaction, and cultural knowledge. Support students to ensure they become confident in learning simple te reo Māori phrases.

Stage 2 (S2)

Students will have knowledge of:

vocabulary relating to numbers (1-100), most primary colours, individual pronouns (au, koe, ia), some emotions and feelings, and yes and no (āe and kāo)
a wider range of commands and basic greetings and farewells; they will begin to use politeness conventions and have more complex ways of answering, “How are you?”
sentences used in pepeha and mihi and simple cultural words
some simple phrases and sentences.

Stage 3 (S3)

Students will have knowledge of:

simple demonstratives, some parts of the body, more complex pronouns, and the (te/ngā)
how to express an apology, how to ask what something is, and ask what is the time
words related to a pōwhiri (traditional welcome), sentences relating to where someone is from, Taura Whiri days of the week, and most words required for a pepeha/mihi
words to correctly finish a sentence in te reo Māori.

At this stage, work with students to ensure they have a full grounding in the areas mentioned for vocabulary, social interaction, and cultural knowledge. A focus on pōwhiri and pepeha/mihi could be useful. Support students to ensure they are confident in using phrases and sentences.

Stage 4 (S4)

Students will:

be familiar with locatives (words describing where something is), some adjectives and loan words for days of the week
recognise directions
know traditional Māori months
be familiar with more complex sentences.

Stage 5 (S5)

Students will have knowledge of:

how to say what, where, and when?
some conjunctions
how to ask what someone is doing, who has something, and who owns something
names of seasons and sibling relationships
correct tenses for sentences
seasons.

Work with students to ensure they understand key question words and have a range of conjunctions to work with. Ask questions about what people are doing, ownership, and possession.