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Agricultural Universities and its Grading Pattern
Dr. Balwant Meshram
Assoc. Prof.
RAJUVAS, Bikaner

INTRODUCTION
 Agricultural industry in the country is equipped with those
human powers that have knowledge, skills and competencies to
undertake and sustain the development of the agricultural sector
leading to meet the hunger through increased food production,
food security and safety.
 Agricultural Science is a broad combo of multidisciplinary field
which encompasses subject that of exact, natural, economic and
social sciences used in the practice and understanding of
agriculture and the environment.
 Universities are the recognized unit by the statutes and acts for
education while education is the tool to improve progress in lives
of everyone. In fact, education is the metrical device by which we
could discover the success of progress, policy and practice of any
country.

 Grades have a significant motivational influence on students but
every endeavour of the learner has to be evaluated and that
attempt of evaluation is known as grading/ marking.
 Marking scheme is nothing but an aid to teachers and students by
which both are informed with the requirement of examination.
 Agriculture and agriculture based food are prime industries in the
country playing role in development of policies that drive
economic growth, utilise natural resources and sustain the
environment.
 To boost agriculture business we need students who are capable
of dealing with food production, economic and environmental
aspects of modern husbandry, dairy technology, fisheries,
horticulture, vegetables and flowers cultivation, primary
processing, loss-free storage and food preservation, sericulture,
maintenance and custom hiring of farm machinery and seed and
nursery propagation.

 Rising unemployment among agricultural graduates, degradation
of natural resources, falling productivity and rising cost of
cultivation, regional imbalances, lack of storage facilities,
postharvest losses, limited value addition and poor marketing
infrastructure are focal points in view of globalization of
agriculture.
 And it is high time that technical and management skills of scientists
and teachers from the agricultural sector are revamped to suit
needs.
 A person who completes the course through Agricultural Universities
will be better positioned not only to be the farmers, but to make
evidence-based and informed judgments and decisions on
implementing best practices to enhance the sector and to preserving
the environment.

OBJECTIVES
 Maintaining of consistency in standards of education.
 Faculty or professional is the advisor to assist in career planning,
implementing and completing academic programs.
 Professionals and para-professionals who disseminate and help in
application of knowledge, skill and technology to practising students.
 Student requiring clarification of outstanding degree requirements
and to taste the success.
 To transfer the scientific knowledge to the farmers (ground level), for
better agricultural processing and production.
 To generate or develop new rural, agriculture based small industry.

Educational Tools
Education can be categorised into :
1
Formal
2
Non -
Formal
3
Informal

Formal education related with systematic, organized education
model, formulated and administered according to the set frame of
laws and norms, presenting a defined curriculum regarding
objectives, content and methodology.
Non-formal education is not yet available for common use but
whenever one or more factors which are most required in formal type
of education found absent may be safely stated that the educational
process has acquired non-formal features.
Informal education is different from formal and non-formal
education. It doesn’t include that of objectives and subjects usually
covers by the traditional curricula. In informal education students has
to learn by their own observations from society at large and imposes
no obligations whatever their nature.

Expectations from Candidates
Recall, select and communicate their knowledge and
understanding of agriculture and land use in the environment
and land-based industries. Apply skill, knowledge and
understanding of agriculture and land use in the environment
and land-based industries and other contexts. Analyse and
evaluate evidence, make reasoned judgements and draw
conclusions based on evidence.

Marking Schemes, Why and Where?
o Examination schemes are an essential resource for examiners who
receive training in the correct interpretation and application.
o Naturally, grading/ marking system is one of the criteria to ensure
efficiency, effectiveness and sustainability in agricultural
production, a theory shift in formal type of educational learning
system where technology, curricula and infrastructure is essential.

o Mark schemes are intended to ensure that the examinations are
marked consistently and fairly.
o They are an essential resource for examiners who receive
training in the correct interpretation and application of the
scheme.
o The mark schemes provide markers with an indication of the
nature and range of candidates’ responses likely to be worthy of
credit.
o They also set out the criteria which they should apply in
allocating marks to candidates’ responses.

o The descriptions, methods and definitions given in the marking
scheme must not be exhaustive and an alternative valid answer has
to be acceptable.
o Mark scheme by the examiners must be according to the defined
scheme it must not be according to the perception of examiners.
o Candidate’s scripts must be given marks fairly which reflects the
relevant knowledge and skills demonstrated.
o If the candidate has replaced the response with an alternative
process then it has to be considered for markings.
o Every candidates must receive the same treatment as to first one
has to be treated as last one.

o Examiners should also be prepared to award even zero marks if
the candidate’s response is not worthy of credit according to the
mark scheme.
o It may hence be more prudent that the assessment of student
performance be carried out through a combination of internal and
external evaluation where the internal assessment should be a
continuous one.
o Some of the Agricultural University has modified the system of
evaluation as internal and external on the tune of 50:50 or even
20:80.
o Rewarding scheme of marks should be applied to performing
candidates while it must be in the form of penalisation or
omission for non performing candidates.

How the Markings Would Be?
In marking the examination papers, examiners should be
looking for a quality of response reflecting the level of maturity which
may reasonable.
-Positive
• Examiners are encouraged to be positive in their marking, giving
appropriate credit for what candidates know, understand and can do rather
than penalising candidates for errors or omissions.
-Flexible
• Mark schemes are not intended to be totally prescriptive. In the event of
unanticipated answers, examiners are expected to use their professional
judgement to assess the validity of answers.
-Zero
• Marks should only be awarded for valid responses and no marks should be
awarded for an answer which is completely incorrect or inappropriate.

Perceptive Remarks on Marking
 Agricultural Universities are used to apply CGPA and OGPA system in
their grading pattern. May be examinee can get the grade points or
letter grades with variables scales by the educational institutions to
show off success of candidates.
 While finding the agricultural university as Achievement Centre of
Education the students has to dealt with relevant contextual
knowledge on several factors as to Soil, Environment, Production,
Management, Technology, Agro ecosystem, Pollution, Population,
Breeding, Nutrition, Season, Social Studies, Economics, Statistics,
Packaging and Climatic variation based biological cycle.
 Consequently, the grading system in agricultural universities would
not be less than the difficult in comparison of traditional educational
universities.

Agriculture universities & Grading Pattern

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Agriculture universities & Grading Pattern

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