Our Lady of Lourdes Catholic School

St. Paul St., La Forteza Subd., Camarin Caloocan City

962-8584 * 962-7955
OLLCS: Towards Becoming A World-Class School
School Year 2019 – 2020

SENIOR HIGH SCHOOL DEPARTMENT

GUIDELINES FOR PERIODIC EXAMINATIONS

FOR THE PERIODIC EXAMINATION QUESTIONNAIRE:

1. The periodic examination questionnaire must be accompanied by the table of specifications.
2. The examination documents must be accomplished before the examination week (August 14 – 16, 2019)
3. Pointer to review will be given to learners three days before the examination week.
4. The periodic examinations must be crafted to facilitate a minimum of 1 hour to 1 hour and 15 minutes answering
period (will be extended in some special cases).
5. The format of the periodic exam must follow the same face and content validity of the summative tests (questions
arranged by length, choices alphabetically, etc.)
6. Highest score in the examination will be 50 points regardless of the number of items.
7. Questions in the examination must be classified into three categories:
a. Knowledge-based questions – these are questions which requires a definite response. The goal of
this question is to recall definitions, facts, details, principles, persons, events, places, theories,
methods, procedures and concepts regarding a particular competency. These questions usually come
in a form of True or False, Enumeration, Identification, and Multiple Choice. For sample competencies
under the knowledge type of questions, refer to the Knowledge part of the Revised Bloom’s Taxonomy
of Objectives.
TIPS:
 Ask for the recall of definitions, facts, details, and concepts etc. that will be needed in the
understanding-based and process-based questions, if possible.
 Paraphrase the statements or questions to test the understanding and the effectiveness of
learning.
 Provide challenging recall. Let the learners recall the most important definitions, facts, details,
and concepts etc. rather than the trivial ones.
b. Understanding – based questions – these are questions that test the comprehension of the learners
in a particular competency. Understanding based- questions may come in a form of identifying types
based on examples, application of learned concepts in a particular scenario, or use of theories and
principles to understand a certain phenomenon. This will cover the comprehension and application
parts of the Bloom Taxonomy of Objectives.
TIPS:
 Competencies which are complementary in nature can be consolidation in a test item. This
will help lessen the number of questions thus facilitating more thinking time to our learners.
 Use examples to test the application of knowledge. Do not use the same examples as used in
the discussions, learning activities, or summative tests. Use parallel and paraphrased
questions and situations.
 Provide questions that will encourage higher-order thinking skills. Avoid giving obvious
answers or leading questions.
c. Process – based questions – these are the questions that will let the learners process the given
information through the use of the competencies they learn. The process based questions may come
in a form of analysis of situation, synthesis of different situations, evaluation or judge of a particular
decision and creation of an output with the use of the learned competencies. Refer to Bloom
Taxonomy of Objectives on how to determine competencies that fall under this type.
TIPS:
 Most essay types of questions fall under this type. However, not all questions are. Be critical
in formulating your questions that it facilitates high order thinking rather than confusion.
Involve judgement and appraisals and avoid being trivial.
 Creation of an output using the learned competencies are encouraged. This will help in
gauging the grasp of learners in the mastery of the competencies.
 Analysis (breaking down into parts) and synthesis (gathering parts together into one) can be
done through prompts or organisers.
FOR TABLE OF SPECIFICATIONS:
1. The table of specifications is used to countercheck the equal distribution of number of items to number of the
competencies covered in the entire quarter.
2. To calculate the number of items intended for a competency / competencies, divide the days spent in the
competencies (refer to the Topic Outline, some days might be adjusted to the actual teaching days) to the total
number of days (30 days). The quotient should be multiplied to the total number of items (50 items) then the
product will be the number of items allotted to the competencies. Estimated the number of items, round up or
round down. Then, identify the type of question needed to the competency then identify the item placement in
the given test.
EXAMPLE:
Number of Days Computed and
Competency Knowledge Item Placement
Allotted Estimated
Define
2 3.33 = 3 items 3 1–3
communication

FOR POINTERS TO REVIEW:

1. Pointers to review will be posted in the respective SHS classrooms a week before the examination. Also, this will
sent to their emails. This is for the teacher and the learner to countercheck the topics to be covered.
2. Reminders and things to be brought by the learners for a respective examination must be included in the
pointers. No last minute reminders.
3. Dissemination of reviewers (both online and offline) for the examination is not encouraged. Instead, provide
hand-outs to the learners that will encourage their independent learning. This will also help them develop the
sense of responsibility.

Prepared by:

MR. JUSTIN G. TAMBOONG

SHS – TLC Coordinator

Noted by:

MS. CHRISTY G. ROMERO

Principal