The teacher assessment checklists can be adapted and given to learners so they can assess their own progress.
The way you word each checklist will depend on the age and the proficiency of the learner.
A younger learner at level 1 might have just a few simple ‘I can’ statements in English; too many things to check at once could be overwhelming.
An older learner at a higher level might have a more sophisticated set of ‘I can’ statements in either English or in Māori.
Learners could work with a partner to discuss their progress on the various items on the list and to fill in the checklists.
For younger learners you might replace the 1-2-3 rating with a simple tick box, so the learners do not have to do much writing.
Teachers can help young learners by writing down their ‘say more’ comments for them.
The samples of checklists filled in by learners, that are given here, show the developing proficiency of learners. Their command of Māori is not complete. They will make errors, and will have a series of questions on their own learning. The teacher can use this information as the basis of a one-to-one interview, and to assist the learner to set appropriate individual goals for future learning. These goals can then be ‘recycled’ into that individual’s assessment checklist at a later date.