Ministry of Education

Exam Blueprint for National Exit Examination to be held in 2015 E.C.

Band: IV

Prepared by:

1. Mr. Hakim Hashim (Haramaya University)

2. Mr. Kefale Eniyew (University of Gondar)
3. Mr. Zelalem Desalegn (Debre Markos University)

Program: - Bachelor of science Degree in Rural Development and

Agricultural Extension.

January, 2023
Debre Markose University, Ethiopia

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Table of Contents
1. Introduction.........................................................................................................................2
2. Significant of test blueprint.................................................................................................3
3. Expected profile of the Graduates......................................................................................3
4. General Objectives of the Programs...................................................................................4
5. Themes and list of courses with credit hour.......................................................................0
6. Conclusion..........................................................................................................................5

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 1. Introduction

The Ministry of Education of Ethiopia has announced the implementation of exit

exam for all undergraduate program students (public and private), beginning with the
2022/2023 academic year, in order to improve the quality of graduates produced by higher
learning institutions. The exit exam aimed to check whether students have acquired the
required competencies of knowledge, skills and attitudes or not. To implement this, it
requires determining competency areas for a specific program, which is already completed.
Based on the competency areas prepared, it needs to plan the construction of tests called blue
print.
Planning of a test is a first and vital step in the construction of an achievement test.
An achievement test demands very systematic and careful planning, as a fact that good
planning is a symbol of success. Tests are the tools that provide scores that measure level of
student learning and study program learning outcomes. In order to achieve the valid and
reliable measurement of student learning and program learning outcomes, the development of
valid and reliable test is the mandatory. Test should be able to measure student performance
in all dimensions of knowledge, skill and attitude. The carefully planned test construction
contributes to improve the overall quality of the test in terms of test content validity,
difficulty level, discrimination power and test reliability by balancing across courses and
chapters based on the stated objectives and competencies. Test preparation is not an easy
task; it requires a careful planning and guideline to make the task simple. Test construction
needs the preparation of test blue print. Test blueprint is defined as a complete plan that
explains how to develop a test. The term refers to a map or specification of assessment to
ensure that all aspects of the curriculum and educational domains are covered by the
assessment programs over a specified period of time. It helps curriculum developers/test
constructors to match various competencies with the course content and the appropriate
modality of assessment.
Generally, test blueprint will help to ensure tests: 1) Appropriately assess the
achievement of instructional objectives of the course; 2) Appropriately reflect key course
goals, objectives and the material learned or covered during the instruction period; and 3)
Include the appropriate item formats along with the knowledge and skills being assessed.
Keeping this in mind, the team has prepared this test blueprint document in order to
help the test developers or content specialists in their process of valid and reliable test
construction. The major points considered in the process of preparing this test blue print

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guideline were the core competencies that have been already identified for the themes of
courses, the course contents, course credit hours, and the learning outcomes with their
corresponding levels of achievement by learning domains. In line with these, the number of
questions in each course and based on the share of each theme should adequately assess the
performance of students in all the content topics.
Therefore, the main purpose of this test blue print is to give direction on how to
prepare a standardized exit exam for content specialists so that they can prepare an exit exam
for Rural Development and Agricultural Extension (RDAE) BSc program up to the standard.

2. Significant of test blueprint

Test blueprint preparation is generally chosen to assist the preparation of a test that is
representative, broadly sampled, and consisting of complete knowledge domain expected of
the Ethiopian higher education students on completion of their study program. The specific
objectives of test blueprint are to:
 Facilitate the construction of a representative and balanced test items for the selected
courses in accordance with the competencies identified in RDAE program.
 Guide test developers or writers to write or set appropriate test items for RDAE
program.

3. Expected profile of the Graduates

After successful completion of Rural Development and Agricultural Extension program,
Graduates will be able to:
 Apply proper methods of how different community groups are organized and enter
into development endeavors.
  Facilitate rural innovation (technological and institutional innovations) process
through network building, social learning and negotiation using effective
communicative interventions.
 Collect and analyze information and translate it into easily manageable and
understandable terms for use by the rural community.
 Plan, implement, monitor and evaluate extension programs/projects related to
development initiatives in sustainable manners.

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  Conduct research in the areas of rural development, rural and agricultural
extension, marketing, gender, development and sustainable development with the
basic flow of the research process, formulate research for social sciences by
selecting the appropriate design, and write a research project report.
 Identify and analyze problems related to a rural development intervention,
 Design and conduct training for specialized skills and knowledge in areas of rural
development in agricultural colleges, universities and training centers.
 Formulate and advocate rural development policies and strategies.

4. General Objectives of the Programs

After the completion of program, graduates of RDAE will be able to:

 Assist in improving the effectiveness and efficiency of interventions for agricultural
development in Ethiopia by supplying the country with innovative, dynamic and
professional change agents who upon their graduation can serve various organizations
addressing the emerging issues in development in an effective manner;
 Facilitate pro-poor, gender sensitive and ecologically sound agricultural and rural
development by producing educated human resource in Rural Development and
Agricultural Extension;
 Gain knowledge in the conceptual framework, features, significance, components and
growth aspects concerned with multifaceted dimensions of rural development and
agricultural extension especially with regard to the specialized agencies established to
and projects tailored for development;
 Acquire the necessary skills to address the issues of poverty and will be able to render
extension services and will also better serve for co-ordination of rural agencies and
community development programs;
 Appreciate the knowledge, skills, and the role of rural development partners and will
be in a position to bring better attitudinal and behavioral changes not only in
themselves for better development interventions but also in the public to get them
involved in Rural Development processes.

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5. Themes and list of courses with credit hour

Table 2: Themes and list of courses with their corresponding Cr.Hr

No Themes of Courses List of Courses Cr.Hr Remark
1. Sustainable Rural  Introduction to Rural Development (RDAE 211) 3
1 Development and
Livelihoods  Rural Livelihoods and Social Welfare (RDAE 411) 3
 Gender and Youth in Rural Development (RDAE 421) 3
 Rural Development Policies and Strategies (RDAE 432) 3
 Environment and Sustainable Development (RDAE 431) 3
2. Agricultural Extension  Introduction to Agricultural extension (RDAE 221) 3
2 and Communication
 Extension Program Planning, Monitoring and Evaluation (RDAE 3
222)
 Communication for Rural Innovation (RDAE 311) 3
 Agricultural Knowledge and Information System (RDAE 331) 3
3 Agricultural Training  Training for Capacity Development (RDAE 332) 2
and Innovation system
 Agricultural and Rural Innovation Systems (RDAE 232) 2
 Participatory Approaches and Methods for Rural Innovation 2
(RDAE 322)
 Adult Learning and Audio-Visual Techniques (RDAE 321) 3
4 Rural Organization  Rural Organizations and Cooperatives (RDAE 442) 3

5 Research Methodology  Research Method for Social Sciences (RDAE 361) 3

Total 15 42

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 Table 2: Example for the calculation of share of themes, courses and items from a course from a total of 120 test items for one program
Themes and Name and Share Cr General Objectives Specific Objectives Cognitive

Psychomotor
Share of the of the Courses in edi

Understand

Total in %
Remember
themes in % % t

Affective
Evaluate
Analyze
ho

Create
Apply
ur

Sustainable Introduction to 3 To explain the basic Explain the concept, principles, processes - 4 1 1 1 - 1 - 8
Rural Rural concepts, principles,and issues in rural development
Developme Development approaches and Discuss and analyze the situation of
nt (RDAE 211) theories of rural community in developing countries with
and Share = 8 items development specific focus on Sub-Saharan Africa and
Livelihoods from the total Ethiopian setting
Discuss the history, trends and approaches
(36%) to the community development
To compare and contrast rural development
theories and their critics
Rural Livelihoods 3 To identify and Explain major concepts of livelihoods and 1 2 1 1 1 - 1 - 7
and Social analyze the concepts discuss its framework analysis
Welfare (RDAE and determinants of identify the major determinants of
411) Share = 7 rural livelihood for livelihoods and its coping strategies
items from the sustainable Discuss sustainable livelihoods planning
total development approach.
Gender and Youth 3 To understand basic Explain the basic concepts of gender and 1 2 1 - - 1 2 - 7
in Rural concepts, theories, youth
Development and gender & Identify women’s and men’s involvement in
(RDAE 421) development rural development
approaches. Apply Gender analysis and mainstreaming
Share = 7 items Explain gender empowerment
from the total Identify feminist theories and policy
approaches to women
Identify the different theories and styles of

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 leadership
Rural 3 To understand and Explain meaning and concepts of policies, - 3 2 1 - 1 - - 7
Development analyze rural approaches, policy instruments, and
Policies and development strategies and stipulate current rural
Strategies (RDAE policies and development policies and strategies in
432) strategies Ethiopia.
Share = 7 items Apply policy cycle in rural development
from the total
Environment and 3 To explain the Explain the concept of environment and 3 1 - - 2 1 7
Sustainable concepts and sustainable development
Development challenges of Discuss environmental challenges,
(RDAE 431) environment and consequences and copying mechanism
Share = 7 items development Undertake environmental impact assessment
from the total Explain the dimensions and strategies of
sustainable development
Agricultural Introduction to 3 To describe the Explain Agricultural Extension and its basic 1 2 1 1 - - 2 - 7
Extension Agricultural general overview of approaches
and extension (RDAE agricultural Identify different types, principles and
Communica 221) extension methods of Agricultural Extension
tion Share = 7 items Recognize Diffusion and adoption of
(29%) from the total innovation.
Extension 3 To design an Define extension program planning - 1 1 1 1 1 1 2 8
Program Planning, effective extension Identify steps in extension program planning
Monitoring and program planning and evaluate data
Evaluation Describe the concepts and structure of
(RDAE 222) logical frame work
Share = 8 items Identify the principles of extension program
from the total planning
Identify the indicators of monitoring and
evaluation in extension programs
Communication 3 To equip graduates Understand the forms and types of - 2 1 2 1 - 1 - 7

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 for Rural with effective communication
Innovation communication skill Understand the ethics and politics of
(RDAE 311) communication for innovation
Share = 7 items Identify the role of communication for
from the total policy planning and innovation
Differentiate the potential of basic
communication forms and media
Agricultural 3 To grasp necessary Discuss the concepts of agricultural - 2 1 2 - - 1 1 7
Knowledge and agricultural knowledge systems
Information knowledge and Explain the definition, dimensions, degrees,
System (RDAE innovation system phases and functional areas of innovation.
331) Understand current status, access and
Share = 7 items erosion of indigenous knowledge systems
from the total Explain the strengths and weaknesses of
AKIS
Agricultural Training for 2 To equip students Discuss the concept of training and its - 1 1 1 - - - 1 4
Training Capacity with the need and importance
and Development importance of Identify training needs of organizations
Innovation (RDAE 332) training Prepare training modules and deliver
system Share = 4 items training
(21%) from the total Conduct Needs Assessment and evaluate
trainings
Agricultural and 2 To understand Discuss the meanings of innovation systems - 1 1 - 1 1 - 1 5
Rural agricultural and its framework
Innovation innovation system Apply IS framework in
Systems (RDAE development and research activities
232) Identify the building blocks of Innovation
Share = 5 items systems
from the total Assessing, Prioritizing, Monitoring,
and Evaluating Agricultural
Innovation Systems

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 Participatory 2 To understand and Discuss the concept of participation in rural - 1 1 1 1 - 1 - 5
Approaches and apply the concepts development
Methods for Rural of participatory Identify the methodology in participatory
Innovation approaches in rural development
(RDAE 322) innovation Apply participation in development and
innovation process
Share = 5 items Discuss participatory planning, managing,
from the total monitoring and evaluation.
Adult Learning 3 To apprehend the Discuss the concepts of learning, education - 1 2 1 2 - - 1 7
and Audio-Visual role of audio-visual and teaching
Techniques techniques in adult Elaborate the basic principles of adult
(RDAE 321) learning learning and evaluation of teaching
Discuss the importance of audio-visual aids
Share = 7 items Apply interactive teaching methods in adult
from the total learning
Trace projected and non-projected aids
Rural Rural 3 Identify the Understand rural formal and informal - 3 1 2 - - 1 - 7
Organizatio Organizations and contribution of rural organizations
n Cooperatives organization and Understand principles and different forms of
(7%) (RDAE 442) cooperatives for business organizations
Share = 7 items rural development Discuss functions, tools and principles of
from the total cooperative and rural organizations
analyze the role of rural organizations and
cooperatives in development
Discuss cooperative laws and movements in
Ethiopia
Research Research Method 3 To understand Discuss fundamental concepts in research - 2 2 1 - - 1 1 7
Methodolog for Social problem Identify research problem
y Sciences (RDAE identification, data Understand sampling technique, process and
(7%) 361) collection and data collection
Share = 7 items analysis, apply research proposal and report writing

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 from the total interpretation, and Identify qualitative and quantitative research
report writing Apply data analysis and interpretation
Total for the program 3 30 18 15 8 6 12 8 100
80 12 8

Key: In the cells/boxes there are numbers that indicate the number of items that correspond to the levels of domains.

Ministry of Education
Higher Education Sub-Sector
Test blue print for BSC in Rural Development and Agricultural Extension
Table 2: Share of the Themes/Courses/Items in Percentage (%)
Themes Course Name Cre Weight of Number of test Cognitive (in %)

Psychomotor
dit course or items from each

Total in %
Understan
Remembe

Affective
outcomes

hou proportion course in %

Learning

Evaluate
Analyze
r

Create
Apply
d
r
Sustainabl Introduction Explain the concept, 3 3/15 = 0.2 0.2*36 = 8 - 4 1 1 1 - 1 - 8
e to Rural principles, processes and
Rural Development issues in rural development
Developm (RDAE 211) Discuss and analyze the
ent situation of community in
and (8%) developing countries with
Livelihood specific focus on Sub-Saharan
s Africa and Ethiopian setting
(36%) Discuss the history, trends and
approaches to the community
development
To compare and contrast rural
development theories and their

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 critics
Rural explain major concepts of 3 3/15 = 0.2 0.2*36 = 7 1 2 1 1 1 - 1 - 7
Livelihoods livelihoods and discuss its
and Social framework analysis
Welfare identify the major
(RDAE 411) determinants of livelihoods
and its coping strategies
Discuss sustainable
livelihoods planning approach.

Gender and Explain the basic concepts of 3 3/15 = 0.2 0.2*36 = 7 1 2 1 - - 1 2 - 7

Youth in gender and youth
Rural Identify women’s and men’s
Development involvement in rural
(RDAE 421) development
Apply Gender analysis and
mainstreaming
Explain gender empowerment
Identify feminist theories and
policy approaches to women
Identify the different theories
and styles of leadership
Rural Explain meaning and concepts 3 3/15 = 0.2 0.2*36 = 7 - 3 2 1 - 1 - - 7
Development of policies, approaches, policy
Policies and instruments, and strategies and
Strategies stipulate current rural
(RDAE 432) development policies and
strategies in Ethiopia.
Apply policy cycle in rural
development
Environment Explain the concept of 3 3/15 = 0.2 0.2*36 = 7 3 1 - - 2 1 7

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 and environment and sustainable
Sustainable development
Development Discuss environmental
(RDAE 431) challenges, consequences and
copying mechanism
Undertake environmental
impact assessment
Explain the dimensions and
strategies of sustainable
development
Theme one total credit 15
Agricultur Introduction Explain Agricultural 3 3/12 = 0.25 0.25*29 = 7 1 2 1 1 - - 2 - 7
al to Extension and its basic
Extension Agricultural approaches
and extension Identify different types,
Communic (RDAE 221) principles and methods of
ation Agricultural Extension
Share = 29 Recognize Diffusion and
items from adoption of innovation
the total Extension Define extension program 3 3/12 = 0.25 0.25*29 = 8 - 1 1 1 1 1 1 2 8
Program planning
Planning, Identify steps in extension
Monitoring program planning and
and evaluate data
Evaluation Describe the concepts and
(RDAE 222) structure of logical frame
work
Identify the principles of
extension program planning
Identify the indicators of
monitoring and evaluation in

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 extension programs
Communicati Understand the forms and 3 3/12 = 0.25 0.25*29 = 7 - 2 1 2 1 - 1 - 7
on for Rural types of communication
Innovation Understand the ethics and
(RDAE 311) politics of
communication for innovation
Identify the role of
communication for policy
planning and innovation
Differentiate the potential of
basic communication forms
and media
Agricultural Discuss the concepts of 3 3/12 = 0.25 0.25*29 = 7 - 2 1 2 - - 1 1 7
Knowledge agricultural knowledge
and systems
Information Explain the definition,
System dimensions, degrees, phases
(RDAE 331) and functional areas of
innovation.
Understand current status,
access and erosion of
indigenous knowledge
systems
Explain the strengths and
weaknesses of AKIS
Theme two total credit 12
Agricultur Training for Discuss the concept of training 2 2/9 = 0.22 0.22*21 =4 - 1 1 1 - - - 1 4
al Capacity and its importance
Training Development Identify training needs of
and (RDAE 332) organizations
Innovation Prepare training modules and

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system deliver training
Share = 21 Conduct Needs Assessment
items from and evaluate trainings
the total Agricultural Discuss the meanings of 2 2/9 = 0.22 0.22*21 =5 - 1 1 - 1 1 - 1 5
and Rural innovation systems and its
Innovation framework
Systems Apply IS framework in
(RDAE 232) development and research
activities
Identify the building blocks of
Innovation systems
Assessing, Prioritizing,
Monitoring,
and Evaluating Agricultural
Innovation Systems
Participatory Discuss the concept of 2 2/9 = 0.22 0.22*21 =5 - 1 1 1 1 - 1 - 5
Approaches participation in rural
and development
Methods for Identify the methodology in
Rural participatory development
Innovation Apply participation in
(RDAE 322) development and innovation
process
Discuss participatory planning,
managing, monitoring and
evaluation.
Adult Discuss the concepts of 3 3/9 = 0.33 0.33*21 = 7 - 1 2 1 2 - - 1 7
Learning and learning, education and
Audio-Visual teaching
Techniques Elaborate the basic principles
(RDAE 321) of adult learning and
evaluation of teaching

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 Discuss the importance of
audio-visual aids
Apply interactive teaching
methods in adult learning
Trace projected and non-
projected aids
Theme three total credit 9
Rural Rural Understand rural formal and 3 3/3= 1 1*7= 7 - 3 1 2 - - 1 - 7
Organizati Organizations informal organizations
on and Understand principles and
Share = 7 Cooperatives different forms of business
items from (RDAE 442) organizations
the total Discuss functions, tools and
principles of cooperative and
rural organizations
analyze the role of rural
organizations and cooperatives
in development
Discuss cooperative laws and
movements in Ethiopia
Theme Four total credit 3
Research Research Discuss fundamental concepts 3 3/3= 1 1*7= 7 - 2 2 1 - - 1 1 7
Methodolo Method for in research
gy Social Identify research problem
Share = 7 Sciences Understand sampling
items from (RDAE 361) technique, process and data
the total collection
apply research proposal and
report writing
Identify qualitative and
quantitative research
Apply data analysis and

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 interpretation
Theme five total credit 3

Total for the program 42 3 30 18 15 8 6 12 8 100

Share of domains in % 80 12 8

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o Share of themes (T) = Where “a” is the credit hour of a theme and “b” is the total credit hour of the program. Credit hour of a

theme is the sum of credit hours of courses in the theme.

o Share of courses per theme (C) =

o Share of items per course =

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 5. Conclusion

Exit examination can have a vital role in producing knowledgeable, skilled and attitudinally matured
graduates. It contributes to prepare competent graduates as it can serve as a quality check for
effectiveness. It also helps in improving academic programs quality and effectiveness. Furthermore, it
can create the platform for cooperation among academic programs at different universities to work
jointly to improve the programs quality.

In view of this, this document is produced to assist the setting of the exit examinations for Rural
Development and Agricultural Extension for undergraduate program, which is being delivered by
Ministry of Education. To meet the graduates profile, competency and learning outcomes, exit exam
competency selection and identifying core 15 courses was done for 2015 EC graduating students. As a
result, this test blueprint is prepared to fairly distributed questions based on the stated criteria. Thus,
balanced number of exam questions from all the themes and courses will be prepared based on the
share.

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