📋 Pepeha/Mihimihi Learning Evidence Guide
Formative evidence for Kōrero 4 — no score and no compulsory performance
Assessment boundary
Assess language learning, source care, and understanding—not the quantity or depth of identity information a learner discloses. A learner may use personal verified text, a mihimihi checked for the local context, a private conference, written annotation, sentence cards, or a fictional model.
Never score: eye contact, confidence, memorisation, volume, number of lines, public speaking, or willingness to share whakapapa.
| Learning evidence | Notice | Record |
|---|---|---|
| 🧭 Form and purpose | Explains why the chosen pepeha, mihimihi, still-learning, or model-text route fits its purpose and context. Recognises when local guidance is needed. | ☐ Seen ☐ Developing ☐ Not assessed today |
| 🔎 Source and permission care | Distinguishes verified whakapapa from location or preference; leaves unconfirmed claims blank; considers source, permission, and audience. | ☐ Seen ☐ Developing ☐ Not assessed today |
| 🧩 Structure and meaning | Identifies how the included elements contribute to identity, belonging, greeting, or relationship. A short or fictional text can provide full evidence. | ☐ Seen ☐ Developing ☐ Not assessed today |
| 🗣️ Language accuracy | Shows growth in word order, vocabulary, macrons, or pronunciation through the learner’s chosen accessible mode. | ☐ Seen ☐ Developing ☐ Not assessed today |
| 🌱 Reflection and next step | Names one careful decision and one realistic language-learning next step without needing to disclose more identity information. | ☐ Seen ☐ Developing ☐ Not assessed today |
Specific evidence noticed
Next language step
Learner ownership check
Work returned directly: ☐
Any agreed sharing audience: ____________________
No photo, recording, display, upload, portfolio copy, or take-home copy without specific learner and whānau agreement: ☐
Teacher reflection
Local wording/kawa checked with: ____________________
Access mode worked / needs adjustment: ____________________
Curriculum alignment
- Learning Languages — Pāhekoheko: “Pepeha follow a specific structure made up of key elements that each serve a purpose in expressing identity, belonging, and whakapapa.”