This paper aims to introduce a structured framework for measuring the attainment of program learning outcomes (PLOs) using anchor assessments and performance indicators (PIs) as part of institutional quality assurance systems in higher education. The framework is designed to support curriculum improvement, accreditation compliance and data-informed academic decision-making.
A six-step model, developed through a design-based research (DBR) approach, is presented. It integrates anchor assessments, PIs and competency-based rubrics to simplify and standardize PLO measurement. The model was iteratively designed, implemented and refined in authentic institutional settings and is illustrated through a case example from a bachelor’s program, demonstrating how assessments can be mapped to PLOs in a scalable and replicable manner.
The framework streamlines the assessment process by embedding high-impact anchor assessments rather than exhaustive question-level or course mappings. This approach provides reliable data for evaluating PLO attainment and identifies areas for ongoing curriculum improvement. The results support institutional alignment with national and international accreditation requirements.
Higher education institutions can adopt this model to improve the efficiency and validity of their assurance of learning processes. It offers practical benefits for academic leadership, faculty and quality assurance teams by generating evidence-based insights without overburdening assessment design or administrative processes.
This study contributes a practical, evidence-informed framework for outcome-based assessment in higher education. It bridges the gap between learning outcome theory and quality assurance practice, offering institutions an adaptable model for integrating assessment into broader quality assurance and accreditation strategies.
