Outcome-Based Education (OBE) evaluates learning success by measuring the knowledge, skills, and competencies students are expected to achieve upon graduation. However, common program outcome (PO) assessment methods rely on course-level weighted averages, which limit detailed analysis and obscure the contribution of individual assessment components. To address this limitation, this study proposes a Performance Indicator Model (PIM) that measures program outcome attainment using question-level assessment data. The model incorporates curriculum-based weighting factors—such as course ECTS credits, assessment contribution ratios, and learning outcome–program outcome (LO–PO) relationships—within a hierarchical mathematical framework. This approach enables normalized aggregation of question-level performance at the program outcome level and produces scale-independent, PO-specific indicators. The effectiveness of the proposed model is demonstrated through an application scenario based on an undergraduate software engineering program. The results highlight substantial differences between PO-based indicators and traditional weighted averages, confirming the model’s potential to support accreditation-aligned, data-driven quality assurance and continuous improvement processes in diverse OBE contexts.
Elen et al. (Mon,) studied this question.