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Abstract
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Article Information:
Students’ Assessment Procedures in the Agricultural Education Undergraduate Program: The Botswana College of Agriculture Experience
P.J. Squire
Corresponding Author: Patrick Joseph Squire
Submitted: 2009 September, 09
Accepted: 2010 January, 10
Published: 2010 December, 20 |
Abstract:
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The purpose of the study was to describe through the review of relevant literature sources the
undergraduate BSC degree program in agricultural education and the level and students’ assessment procedures
in the Botswana College of Agriculture. The findings show that the Botswana College of Agriculture offers
core, optional and general education courses in the agricultural education undergraduate BSC degree program
that are relevant to the socio-economic development needs of Botswana. The college also uses a variety of
procedures for assessing students achievement in the program by: (1) having a balanced curriculum that clearly
specifies testing and assessment procedures and strategies, (2) making assessment and testing procedures
consistent with the objectives of the program and course offered, (3) having a variety of tests to allow for a
range of different learning outcomes to be assessed, (4) setting a detailed, justifiable and transparent criteria
for assessment, and (5) minimizing the number of tests and assessment as the college considers too much
assessment and testing to be counter productive. The study recommended that agricultural educators maximize
stakeholders’ involvement in the development of the assessment plans that reflect the uniqueness of the
program, national education policies, vision and mission.
Key words: Agricultural education, Botswana College of Agriculture Experience, procedures, students’ assessment and undergraduate degree program, , ,
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Cite this Reference:
P.J. Squire, . Students’ Assessment Procedures in the Agricultural Education Undergraduate Program: The Botswana College of Agriculture Experience. Current Research Journal of Social Sciences, (6): 296-300.
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ISSN (Online): 2041-3246
ISSN (Print): 2041-3238 |
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