Designing Behavioral Indicators for Assessing Learning Outcomes Based on Diploma Policy

Abstract

In higher education, assessing learning outcomes based on diploma policy (DP) is essential for ensuring educational quality. However, in Japan, such assessments often rely on subjective self-evaluation, which is prone to bias, contextual effects, and gaps between perception and actual behavior.  This study proposes a method to visualize and deconstruct the abstract language of Diploma Policy (DP) statements using the principles of ontology engineering, followed by the development of concrete behavioral indicators through expert discussion. The target DP, defined by the former Tokyo Institute of Technology, spans the bachelor’s, master’s, and doctoral programs. A total of 24 behavioral indicators were developed across six domains: specialist skills, liberal arts (1 and 2), communication skills, and applied skills (inquiry/problem setting and practice/problem solving). These indicators visualize student competencies based on the frequency of observed behaviors, as an alternative or complement to self-perception. The framework is applicable not only at graduation but also during a program, allowing timely feedback for educational improvement and student support. This study presented a novel approach for evaluating DP achievement in a more objective and multidimensional manner. It also holds potential as a complementary framework for designing behavioral indicators and surveys in educational systems that already use outcome-based assessments.