<![CDATA[Purpose – This study evaluates six dimensions of authentic- assessment design within Outcome-Based Education (OBE) and examines their association with the course-level percentage of students meeting the Course Learning Outcome threshold (CLO_pass_%). Design/methods/approach – A cross-sectional document audit covered 30 courses in one academic program over one semester. Two calibrated raters scored OBE Alignment, Authenticity & Context, Cognitive Demand, Fairness & Feasibility, Feedback & Transparency, and Rubric Quality on 0-2 indicators converted to 0-100 scores. Analyses used descriptive statistics, Cronbach's alpha, Cohen's kappa, Pearson correlations, and sample-relative importance-performance screening. Findings – Authenticity & Context (M = 80) and Cognitive Demand (M = 76) scored highest, while Feedback & Transparency (M = 65) and Rubric Quality (M = 66) were lower. CLO_pass_% correlated with Rubric Quality (r = 0.45, p = .013), OBE Alignment (r = 0.42, p = .021), and Fairness & Feasibility (r = 0.38, p = .038). The composite score correlated at r = 0.55 (p = .002). Rubric Quality and Fairness & Feasibility were the higher- association, lower-performance priorities. Research Implications – The single-program, cross-sectional design supports association rather than causation. Programs may use the findings to review alignment, rubrics, fairness, and feedback processes, but implementation choices and numerical targets require local evaluation.]]>
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