The reliability and validity of the Maori language proficiency in writing test: Kaiaka Reo year eight

Maori language self determination and revitalisation is about the advancement of the Maori people as Maori and the protection of the Maori language for future generations. Maori is a threatened language. However, the successful intervention of concerned Maori movements such as Te Kohanga Reo (early childhood language nests) and Kura Kaupapa Maori (Maori medium schools) has halted the decline to the extent that the number of young speakers is on an upward incline. The Maori language proficiency of students who undertake their learning in Maori medium settings is central to the aspirations and hopes of the Maori people. Recognition of this need by the New Zealand Ministry of Education saw the development of language proficiency tests, by Maori for Maori in te reo Maori from 1999-2001. The process of development and those Maori language proficiency tests became known as Kaiaka Reo. This dissertation examines the reliability and validity of the year eight Maori language proficiency test in writing that was administered in 2001 to year eight students in Level One (80-100% immersion) Maori immersion schools, which included Kura Kaupapa Maori Schools, in New Zealand. That test process was known as Kaiaka Reo. The performance of a 20% sample of the year eight students was assessed post-test by a group of Maori medium educators against an analytical scale created specifically for this purpose. A multifaceted Rasch analysis was used to analyse the ratings assigned by the teacher raters, the results of which are discussed in terms of how reliable and valid the Kaiaka Reo Year Eight test is as a means of determining the Maori language proficiency in writing of year eight students in Maori medium settings. Determining the reliability and validity of a test instrument developed under the philosophy 'by Maori, for Maori, in te reo Maori', by accepted forms of test analysis is the challenge presented here.