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

摘要

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 completeda 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 wasanalyzed 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.