IMPLEMENTING QUALITY PERFORMANCE ASSESSMENT IN AGRICULTURE

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IMPLEMENTING QUALITY PERFORMANCE ASSESSMENT IN AGRICULTURE

It is imperative to realize that quality education is neither measured by the number of children attending school nor confined to cognitive development only. Rather it is as much the accumulation of particular values, attitudes, and skills as it is the development of cognitive ability. The acquisition of skills depends much on the instructional materials being used together with associated assessment practices. The development of assessment materials in collaboration with practitioners is an indispensable part to achieving quality education.The purpose of this study is therefore to find out: 1. How performance assessment currently is conducted and how does this compare to international practice? 2. To what extent is the problem of performance assessment evident in secondary schools in Botswana? 3. What are the characteristics of an effective quality assurance system to ensure valid and reliable performance assessment marks? 4. How to develop quality processes and outcomes to produce valid and reliable performance assessment marks?In developing quality assessment materials, a baseline study is conducted to define, identify and measure the extent of the problem in performance assessment. Based on the findings of the baseline study, materials of different kinds of assessment methods to reflect different kinds of achievement are iteratively developed by practitioners and other stakeholders at various stages by adopting a cyclic approach of design, evaluation and revision. The intervention is then implemented in the field and formatively evaluated. Its success is be measured by its practicality in real contexts.

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