The study aimed to describe the use of general chemistry departmental examination (d.e.) as both an assessment of learning and assessment for learning. Particularly, it describes the levels of students’ achievement in the d.e.; and identifies the general chemistry topics that need to be given emphasis in teaching. As an assessment of learning, the levels of students’ achievements in the D. E. were described by comparing the mean achievements of the students regarding a set of standards. As an assessment for learning, topics in general chemistry that need to be given more emphasis were identified through item analysis and percentages of correct and wrong answers of the test items. The d.e. test papers were prepared and administered to students as final summative examination. Out of 550 students enrolled only 495 took the d.e. and to which the test papers were subjected for analysis. Results of kurtosis showed that the students were heterogeneous. The d.e. test papers were found to be reliable by Kuder-Richardson-20 internal consistency results. The overall achievement of the students were found to be poor. Analysis showed the following topics need to be emphasized: air pollution, orbitals, problem solving on molecular formula determination, and problem solving on limiting reactant determination and stoichiometry. The poor achievement of the students in the d.e. may have been caused by other factors other than the test itself.

Assessment, Departmental Examination, Students’ Achievement, Chemistry, Item Analysis