Designing and Evaluating the EVALLOS Model for Course Learning Outcome Attainment Measurement and Quality Assurance in Vietnamese Higher Education

Abstract

Outcome-based education requires higher education institutions to provide evidence of Course Learning Outcome attainment that is transparent, consistent, and suitable for quality assurance and accreditation. In practice, course learning outcome reporting is often computed manually from assessment data, which can be time-consuming and difficult to audit across courses and assessment instances. This study proposes and evaluates a structured model to computing course learning outcome attainment using item-level assessment evidence and explicit item-to-course learning outcome mappings in a Vietnamese university context. The research study was conducted over two consecutive semesters using exam-team assessments (e.g., midterm and end-of-term assignments/papers) that included both score-based items and rubric-based evaluations. Accuracy was examined by comparing computed course learning outcome attainment results with instructor-validated spreadsheet calculations. The findings show close consistency with manual computation and improved traceability from course learning outcome attainment indicators back to assessment evidence, supporting more consistent outcome reporting for internal quality assurance and accreditation preparation. The study highlights the value of item-level course learning outcome attainment analytics as a practical foundation for strengthening outcome-based quality assurance in higher education.