Exploring Teachers’ Assessment Practices of Performance Tasks in Agriculture and Factors Influencing Their Choice

Author: Masole Trust Mbako   Howie Sarah  

Publisher: Taylor & Francis Ltd

ISSN: 1049-6505

Source: Journal of Agricultural & Food Information, Vol.14, Iss.3, 2013-07, pp. : 209-224

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Abstract

The aim of the study was to explore processes employed in performance assessment in agriculture in Botswana schools. The study employed an exploratory survey design, in which 13 schools were purposively sampled from two regions. Participants completed a self-administered questionnaire and some were interviewed. Descriptive statistics (frequency counts, percentages, and means) were initially computed before inferential analysis (factor analysis, t-test, and ANOVA) was carried out. Qualitative data was analyzed through thick description. It was found that teachers’ performance assessment was the same in the two regions, characterized by holistic assessment of the product. The emphasis on product assessment was largely due to insufficient training, large class sizes, high workloads, and insufficient time.