This qualitative and quantitative study assesses the effectiveness of the College of Commerce Departmental Examinations as shown in the performance of selected Pre-Com, Business Administration and Economics students on three preliminary examinations (2nd semester AY 2005-2006, 1st and 2nd semester AY 2006-2007). It presents the perceptions of students on the different factors that affect their performance during examination based on the following: a) Directions b) Test Content c) Physical Environment and Psychological Conditions of the test takers. With the use of Pearson’s Correlation Coefficient and Cronbach’s alpha and Kuder-Richardson Estimates, a series of statements with a total number of 14 items were rated by the respondents. Item analyses were conducted to evaluate the psychometric properties of items i.e. item difficulty and item discrimination. The findings revealed that the directions clearly indicated how to respond to the question items and how to answer them. The sentence structure was simple to understand and students were calm and responded normally during the test. However, results showed that the coverage of the test was not thoroughly discussed, test items were not properly arranged according to difficulty and the time allotment was inadequate. The study concludes that with the onset of various problems in the practice of departmental examinations and recommendation of possible solutions to improve the mechanics thereof, the primary objective of the departmental examination can be attained. This paper also presents the pros and cons of departmental examination and synchronized examinations as perceived by the professors and instructors.
