There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools have not necessarily embedded a Māori worldview. Informed by cultural advice, assessment constructs that embody manaakitanga (care, respect, hospitality), wānanga (a forum, a sharing of knowledge, a place of learning) and culturally sustaining pedagogy were examined alongside a literature review and analysis of interviews with four education practitioners. Results show that assessment can be designed to acknowledge Māori learners’ capabilities and educational successes. Findings, presented using a Hauora Approach to Assessment (Well-being Approach to Assessment) framework, provide much needed ways for teachers to contextualise assessment within mātauranga Māori (Maori knowledge system).

许多毛利人（新西兰奥特罗阿土著人民）的学习成绩与非毛利人的学习成绩之间存在长期的差距。尽管国际和国内的许多工作都集中在对文化敏感的教学法上，但文化上维持评估的想法却受到了较少的关注。鉴于以西方为中心的教育系统在历史上的主导地位，新西兰Aotearoa学校内部的评估实践未必会嵌入毛利人的世界观。在文化咨询的指导下，考察了体现manaakitanga（护理，尊重，热情好客），wanaga（论坛，知识共享，学习的地方）和文化维持教学法的评估结构，并进行了文献综述和对四次教育访谈的分析从业者。结果表明，评估可以设计为承认毛利学习者的能力和教育成就。使用Hauora评估方法（福利评估方法）框架提出的调查结果为教师在mātaurangaMāori（毛利人知识体系）中进行评估情境化提供了急需的方法。