ABSTRACT
E-GUIDE: PRE-ASSESSMENT TOOL FOR SENIOR HIGH SCHOOL EXAMINEE
Aljon M. Lomerio
Colacling, Lupi, Camarines Sur
lomerioaljon4@gmail.com
09121167638
Norieta Joyce P. Naval
New Poblacion, Cabusao, Camarines Sur
norietajoyce@gmail.com
09466847771
Joey S. Sevilla
Colacling, Lupi, Camarines Sur
jhoeysevilla@gmail.com
A new curriculum for basic education was approved by former
president Benigno C. Aquino III, which was called the “K to
12”. This program covered 12 years basic education, which
started from Kinder to Grade 12, to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle level skills
development, employment and entrepreneurship.
This system, e-Guide: Pre-Assessment tool for Senior high
School Examinee, could help incoming Senior High School
students at Colacling National High School, Lupi, Camarines
Sur in choosing the tracks and strands that they would pursue
through an assessment examination. It could also generate
results of the examination, together with the equivalent average,
so that students would know their capacity in terms of
knowledge in a particular strand. This tool had the capability to
view all the tracks and strands offered in the recipient school,
and make students aware of what strand of course in Senior
High, they would encounter.
The researcher used the System Development Life cycle. This
was the conceptual model used in developing the project
through analysis and study of a certain problem in the
maintenance stage. In order for the system to become more
comprehensive, reliable, and efficient, the researchers conducted
a series of interview to the proponent school’s principal.
Keyword: Pre-Assessment, Examination, Guide
I. INTRODUCTION
1. Project Context
The old curriculum of Secondary Education, also
known as High School. High School, was the stage of education
following primary or elementary and was the last part of formal
compulsory education in the Philippines. High school, in this old
curriculum, lasted only four years. After completing high
school, students would be qualified to go to college, should they
desire. At present, a new curriculum was, approved and was
already implemented for basic education, and that was the "K-
12", being "K" as Kindergarten and 12 as the total years to
complete basic education, entailed two additional years in
secondary education. This purpose to provide sufficient time for
Angel Lhou G. Abinal
Zone 1, Tanawan, Lupi, Camarines Sur
angellhou_abinal@gmail.com
09079941183
Joey Julie Ann F. Catangui
South Centro, Sipocot, Camarines Sur
anncatangui@yahoo.com
09075658545
students mastery of skills, develop lifelong learners, prepare
graduates for tertiary education and employment and
entrepreneurship.
Senior High School (SHS), a two year specialized
secondary education which included grade 11 and 12 would help
students to choose their preferred career paths. The Senior High
School curriculum has three (3) types of subjects, namely: core
subject, applied track subject and specialized track subjects.
Furthermore, there were four (4) tracks offered in Senior High
School. The first was academic tract which was divided into
four strands: Accountancy, Business and Management (ABM),
Sciences, Technology, Engineering and Mathematics (STEM),
Humanities, and Social Sciences (HUMSS) and General
Academic Strand (GAS). The second track was sport and has no
strand. The third one was the Art and Design. And the last tract
was Technical-Vocational Livelihood (TVL), thus was divided
into four strands: Home Economics Strand, Information and
Communication Technology, Agri-Fisheries and Industrial Arts
Strand. After Senior High School, they could apply for a
TESDA certificate of competency or better yet, a National
Certificate.
To address this concern, the researchers taught of a
possible solution that would help and guide the students to
decide on what track and strand they were going to choose.
Aside from the developed system being a guide and solution to
the problem of decision making, this tool could also provide
quick results and generations of these results. So that students
would know their capacity in terms of knowledge in a given
strand.
1.2 Purpose and Description
This system entitled "e-guide: Pre-Assessment Tool
for Senior High School Examinee" was a tool that would guide
the upcoming Senior High School students in deciding what
strand to take. The Pre-Assessment would give the students a
preview of what would be expected of them. This would also
give the students the opportunity to set educational goals.
This e-Guide has capability to display all the tracks
and strands offered, and make students aware of what strand
they would encounter, which would then give them ideas of
which of them were excellent the most.
This e-Guide: Pre-Assessment Tool for Senior High
School Examinee would help and guide the students to choose
what strand would be best or right strand which would be
suitable for their abilities.
II. RELATED WORKS
2.1. Related System
The system entitled “Aptitude Test” by Moral, V. et.al. (2015)
stated that some enrollees still lacked guidance on what course
they were going to take. That was why student should go
through the process of manual assessment. The system provide
questionnaires that would serve as an examination and remarks
would be given based on the results.[4]
Exam based Education System by Xuhang Song (2014), this
thesis proposed a system that allowed students to find courses
based on similarity Measure as and take this courses in an exam
based environment. [5]
Online Exams System by Maurya (2009), K. et.al, was a web
application that established network between the institutes and
the students, aiming to provide services to the institutes and
provide them with an option of selecting the eligible students by
themselves. [6]
According to Balid, A. (2012), in her research entitled “Ateneo
Online Evaluation System” was a web-based application that
allowed for an online performance evaluation of teachers of
Ateneo De Naga University. It helped in the automation of
evaluation and generation of reports in real-time.
"Online Test Manager for Teachers” by Jalimao, A. (2010), was
a web-based application that administered tests online; it
randomly presented an arranged test question, mark test item,
recorded test result and evaluated resulting records.. [9]
“Computer-Assisted Testing (CAT)” (2014) was a Philippine
Civil Service Commission-developed software program
designed to administer the PCSC’s Career Service Professional
and Sub-Professional examination. It facilitated the systematic
storage, updating and retrieval of pertinent examinee data as
well as checking and scoring of examinee answers to test
questions from a computer. It also generated reports of ratings
and statistic of the test scores.
Anna University Coimbatore has implemented a state-of-the-art
“Examination Management System”, (2010) that revolutionized
the entire examination process by diligently meeting the
requirements of the university in conducting examinations. The
system automated the complete life cycle of examination
management which included online registration of candidates,
examination fee management, marks uploading, hall ticket
generation, question bank management, question paper
generation, automated evaluation up to processing and
publication of results.
“Computerized Entrance Examination System” (Andaya, Gerlie
C. et.al, 2013), was a software application under the information
systems” it supported the institution to by actualizing a fast
conduct and administration of entrance examination and
production of reliable results. This application was also useful
because it made transactions and process paperless.
The research entitled “Computerized Examination System” by
Virtanen, T., (2013), explained that due to the large numbers of
students and shortage of resources they have been positively
encouraged to make examinations and their management more
efficient. They built a system that could be used for
computerized examinations and have had a mostly positive
experience with it several years. The system allowed the
students to sign up for the examination, write their answers in
the computer class and afterwards get the results through e-mail.
Labrador, A. III (2013), in his second version of web-based e-
learning multimedia application called "BLOP: Basic Learning
for Pre-schoolers. This application provided several basic
lessons and quizzes for pre-school levels. This application
consisted of additional lessons and improved learning tutorials
for Reading, Language and Math subjects. The level difficulties
were integrated for the quizzes: trial round, easy level and
difficult quiz. This application integrated goos quality of
graphics, sound and animations. [8]
2.2. Related Literature
Students' Perceptions about Assessment in Higher Education: A
Review (Janssen, S.et.al.), suggested that students' perceptions
about assessment have considerable influences to their
approaches to learning and in turn, their approaches also
influenced the way in which these students perceived
assessment. Furthermore, it was found that students held strong
views about different formats and methods assessment. [1]
Assessment of Student Learning 1 (Cognitive Learning) by
Reganit, A. Ed. D. ET. al., said that one the professional tasks of
teachers were to assess the students' performance and to evaluate
classroom instructor. Crucial to the effectiveness of assessment
and evaluation was good evidence which, in the classroom
setting, commonly came in the form of tests. The construction of
good tests, which were neither easy to acquire nor widely
available, required specific skills and experience. [2]
According to Gwang-Jo Kim Director of UNESCO Bangkok in
his foreword, Asia-Pacific Secondary Education System Review
Series No. 1: Examination Systems by Dr Peter Hill, Chief
Executive Officer, Australian Curriculum Assessment and
Reporting Authority, different approaches to examinations at the
secondary level highlighted key considerations and challenges
associated with existing examination systems. It also made
suggestions about what could be done to improve examination
systems, taking into account the best practices both within the
region and worldwide. [3]
National Career Assesment Examination (NCAE), was an
aptitude test geared toward providing information through test
results for self-assessment, career awareness and career
guidance of Junior High School students of the K to 12 Basic
Education Program (BEP). NCAE was developed to foster the
highest quality of education in the Philippines by regulating and
monitoring the flow if students to post-secondary institutions of
learning and their potential contribution to national development
and minimize indiscriminate wastage of manpower and
resources by working for a match between manpower skill
outputs and job market demands.
ADNU LATEX Exam Template (Alvaro, J.), some teachers
preferred to use LATEX in creating test questionnaires and
making some nice looking worksheets, test, and quiz papers. A
LATEX exam template for creating test questionnaire would
help teachers in creating easier and organized test
questionnaires.
Using a Pre-Assessment Exam to Construct an Effective
Concept-Based Genetic Program for Predicting Course Success
by Bortticher, D. et.al. Of the University of Houston-Clear Lake,
discussed that there was a limit in the amount of time a faculty
member may devote to each students. A pre-assessment exam
was developed fir the data structures class in order to provide
feedback to both faculty and students. This exam helped
students determine how well prepared they were for the course.
Perceived Effects of the K to 12 Implementation on the
Operation of Selected Private Higher Education Institutions in
Camarines Norte by Dans, G. (2015), was conducted because as
entities, developing a strategy was a must for these institutions.
Not only the management team of these private Higher
Education Institutions (HEIs) were already devising school
plans strategies for school year 2016-2017 onwards but also
some of the lawmakers and concerned citizens and organizations
in the whole country who were also stakeholders if these
institutions.
The paper, The Influence of Disciplinary Assessment Patterns
on Student Learning: A Comparative Study by Jessop, et. al.,
explored disciplinary patterns of assessment and feedback, using
data from the Transforming the Experience of Students through
Assessment project. There were variations in assessment
demands, in the quantity of feedback and in the proportion of
examinations.
III. OBJECTIVE OF THE STUDY
3.1. General Objectives
To develop a tool that would guide the students as to what strand
was best or suited for them.
3.2. Specific Objectives
(1)To develop a system, which stored series of questions for
every strand, that would make pre-assessment accessible via
Local Area Network (wired/wireless) to students. (2)To display
the recommended strands based from results of the assessment.
(3)To generate reports for students who took the assessment in
portable Document Format (pdf).
and purposes and create systems and procedures to achieve
efficiency of the system. The researchers conducted an interview
to the principal of Colacling National High School on the new
curriculum, which was the K to 12.
4.3 Systems Design
Systems design was where the architectural interface of the
system. It also described the desired features and operations in
detail, including the process diagrams. The diagrams were
utilized to identify the flow and relationships of the systems.
Systems design was the process of defining the architecture,
components, modules, interfaces, and data for a system to satisfy
specified requirements. It showed the arrangement and the
construction of every attribute indicated in every linkage.
Systems design could be seen as the application of systems
theory to product development.
Context Diagram represented all external entities that may
interact with a system, such as diagram pictures of the system at
the center, with no details of the interior structure, surrounded
by its all interacting systems, environments and activities. An
Entity-Relationship Diagram (ERD) was a data modeling
technique that graphically illustrated the information of the
system’s entities and the relationships between those entities. It
was used as a high level logical data model, which was useful in
developing a conceptual design for databases.
Figure 4.1 presented two (2) external entities: Student and
Authorized personnel. The teacher entity would manage the
questions, student information and list of school year. The
student, on the other hand, would answer the questions in a
strand that stored in the system. After taking the examination,
the system would give the examination result and recommended
strand TEACHER
to the student.Examination
The system
Result would then, give the
examination result of the students which took the exam, to the
teacher.
Recommended Strand
0
Examination Results
e-Guide:
Questions Questions
Pre-Assessment Tool
List of School Year for Senior High School Strand
Student Information

IV. SYSTEM ARCHITECTURE

STUDENT
4.1. Methodology Answer

The system, e-Guide: Pre-assessment Tools for Senior

High School Examinee was an automated exam for the Grade 10
students, to be able to help them in choosing the right tracks in
preparation for Senior High School. The examinee could view
his/her recommended strand after finishing or taking the exam.
Systems Development Life Cycle (SDLC) was used for the
development of the project. The life cycle defined the
methodology for improving the quality of software and the Figure 4.1. Context Diagram for e-Guide: Pre-Assessment
overall development process. Requirement analysis was the first Tool for Senior School Examinee
phase of Systems Development Life Cycle. The researcher Table 4.1. Examinee
conducted an initial interview with the clients to gather more
information about the problem. These information were Field Name Description
analyzed and then collated as they were essential for the LRN Unique ID of examinee
development of the system.
Firstname Examinee’s first name
4.2 System Analysis Middle_initial Examinee’s middle initial
System analysis was the discussion of the process Lastname Examinee’s family name
gathering, analysis and result of analysis. It was also the process
of studying a procedure or business in order to identify its goals Gender Examinee’s gender
 Province Examinee’s province As gleaned from Table 4.4 was the Question table, where the
questions in every strand were stored. The question_id was used
Municipality Examinee’s municipality
as the primary key of the table. The options A, B, C, D and
Barangay Examinee’s barangay correct answer were also included. The strand_id was used to
identify the strand of every questions, and it connected the
Strand and Questions tables.
Table 4.1 presented the Student table. This table was where
student information was stored. The LRN was the primary or Table 4.5. Result
unique key of the student table. The name of examinee was Field Name Description
divided into first name, middle initial and last name and gender.
result_id For arranging result of the
The location or address of the student which was composed of
assessment
province, municipality and barangay, was also included here.
examination_date Date when the examinee
took the exam
Table 4.2. Strand
Score Exam score of a particular
Field Name Description examinee
Strand_id For arranging strand LRN To identify who was the
Strand List strand examinee
Track_id To identify the track of a strand_id To identify the strand of a
particular strand particular result

Table 4.2 represented the Strand table where all strands Table 4.5 represented the Results table. In this table, the result of
available in Colacling National High School were being stored. the examination taken by the student was being stored. The
The strand_id was the primary key of the table; strand was for result_id was used as the primary key of the table.
the list of all the strands offered in the said school track_id was Examination_date was for the student to determine the date
used to get ID of the track from the track table. when he/she took the examination. The score was for the student
to know the result of the exam he/she took. LRN was a unique
Table 4.3. Strand number of the student that would identify the examinee's ID.
Field Name Description Strand_id was used to get the ID of the strand from the Strand
table.
Strand_id For arranging track
Table 4.6. School Year
Track_id List of tracks
Field Name Description
school_year_id For arranging school year
Table 4.3 represents the Track table, where all tracks available
in Colacling National High School was being stored. The school_year List of school year
track_id was the primary key of the table and track was for the
list of all the tracks.
Table 4.6 presented the School Year table. This table was where
Table 4.4 Question school year was stored. The school_year_id represented the
Field Name Description primary key of the table and school_year was the list of every
school year.
question_id For arranging questions
Table 4.7. Key to Correction
Question List of questions from
different strand Field Name Description
option_a Option A from a particular Key_id For arranging school year
question Your_answer List of School Year school
option_b Option B from a particular year
question LRN To identify the students
option_c Option C from a particular who took the exam
question Question_id To identify the questions of
option_d Option D from a particular a particular strand
question
correct_answer Correct Answer D from a Table 4.7 showed the Key to Correction table. This table was
particular question where the correct answers were stored. The school year_id
strand_id To identify the strand of a represented the primary key of the table and school_year was the
particular question list of every school year since the project was deployed. The
LRN was unique ID number of every student. Question_id, was
the unique number of every question with matching correct
answers.
V. Conclusion
The conclusions are: (1) these student’s difficulty was due
to the existing paper-based assessment which caused a delay in
the generation of results. (2) Students did not have any means to
know their capacity in terms of knowledge in a particular strand.
(3) The randomization of questions can reduce a chance of
cheating between examinees.

REFERENCE
Books
[1] Janssens, S. et.al. (2012). Students’ Perception about
Assessment in Higher Education: A Review. Australia, Cengage
Learning .
[2] Reganit, A. Ed. D. et.al, Assessment of Student Learning 1
(Cognitive Learning) Chapter 1, page 4
[3] Gwang-Jo Kim Director of UNESCO Bangkok in his
foreword, Asia-Pacific Secondary Education System Review
Series No. 1: Examination Systems Seres No. 1
Electonic Source
[4] www.ijtae.com ( ISSN 2250-2459, ISO 9001:2008Certified
Journal, Volume 4, Issue 3, March 2014)
[5] Exam Based Education System,
http://etd.ohlolink.edudisposition=inline. Accessed January 22,
2017
[6]
www.iftmuniversity.ac.in/iftmu/pages/coe/downloads/OnlineEx
am.pdf. Accessed January 23, 2017
Unpublished Thesis
[7] Moral, V. et.al. (2015). Aptitude Test. Capstone Project
Manuscript
[8] Luistro, H. (2012).BLOP: Basic Learning for Preschoolers.
Senior Project Manuscript
[9] Jalimao, A. (2010). Online Test Manager for Techers
Manuscript