Examination(s) is one important instrument for assessing students’ learning outcomes. In order to assert quality assurance on examinations, periodic evaluation and analysis of examinations should be a must to assess its effectiveness to determine the degree of learning outcomes in comparison to the designed outcomes. Experience shows that the instruments employed to test the expected student learning outcomes are not evenly distributed and often inconsistent.

This preliminary study was directed at evaluating the written examinations of the Certificate in Tertiary and Community Studies (CTCS) courses of the University of Papua New Guinea Open College (UPNG OC). The written examinations were evaluated according to the Characteristics of a Good Test (Thanulingom, 2007) by confirming the presence and absence of the Learning Objectives (LOs) and Expected Student Learning Outcomes (ESLOs) assessed in these final examinations. The study identified discrepancies between the expected and actual outcomes in a course and it is assumed that these discrepancies are consistent in all CTCS courses due to the design of the assessment instruments. The findings of this study will be used for designing a conclusive study and planning effective methods of summative assessments in the open and distance learning perspectives. // Paper ID 16