7. Nitrate leaching under long-term no-tillage can be increased compared to conventional tillage.
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8. Yield differences between conservation tilled crops and conventional tillage crops are enhanced on soils with greater water holding capacities. Tru e
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9. Conservation tillage contributes to reducing the cost of irrigation.
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10. Optimum planting time for cotton is generally the same for conservation tillage and conventional tillage management.
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(Retrieved from: https://evaluation.ces.ncsu.edu/evaluation-evaluating-multi-session-training-programs/ )
Read more at: https://edis.ifas.ufl.edu/pdffiles/WC/WC13500.pdf Retrospective pre/post-test
In contrast to the pretest-posttest model, a retrospective pretest (or post-then-pre) design administers the preprogram assessment concurrently with the posttest by asking individuals to recall their knowledge or behavior prior to the program (Allen & Nimon, 2007). In this situation, one must create an instrument with sufficient sensitivity to detect changes in participants (Lynch, 2002) while also choosing words and phrases that assist the participant with recalling their thoughts prior to exposure (Pratt et al., 2000). Upon completion of the program, a participant is asked to consider a question from two juxtapositions: 1) knowledge or behaviors as a result of participating in the program and 2) reflections on what the knowledge or behavior was prior to the program (Rockwell & Kohn, 1989). There are some times when it is better (and necessary) to utilize a retrospective pretest evaluation design. These situations include measuring change over a very short period of time (i.e., a 4-hour course), attempting to gauge perceptions of change as a result of program participation, attempting to reduce response-shift bias, or trying to evaluate change without having collected baseline data prior to the start of programming efforts (Klatt & Taylor-Powell, 2005).
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