In this work, we address the relationship between credit allocation and the assessment of learning outcomes in Higher Education. Previous research reveals the need for quantitative methodologies that guide curriculum redesign. In this context, the way learning outcomes are assessed, and potential instances of grade inflation are key aspects to consider for objective credit allocation.

We investigate the relationship between curriculum design issues and the behavior of performance indicators relevant to quality assurance in higher education. To this end, we employ a Curriculum Analytics (CA) approach, recently proposed for a comparative study of six science degrees offered by the Universidad de Sevilla (Spain). This study utilizes academic data from 2015–2020, sourced from publicly available databases. Our CA approach, developed in our previous work (Studies in Higher Education, 49 (3), 410-440, https://doi.org/10.1080/03075079.2023.2238751), exploits notions of complex systems in education to analyze grade distributions and define new performance indicators relevant to quality assurance.

The observed differences in quality assurance performance indicators among the studied degrees can be attributed to deficiencies in both credit allocation and the relative positioning of courses within the curriculum. Although all degrees are designed to span a theoretical duration of 4.0 years (240 ECTS), their minimal estimated durations based on student academic performance range from 2.9 years (Degree in Biochemistry) to 4.4 years (Degree in Chemistry). These discrepancies between theoretical and minimal durations fully account for variations in reported completion rates and other key metrics. Our findings also highlight significant shortcomings in both the design and application of Spanish public policy regulating university degree organization, particularly Royal Decree 822/2021. Additionally, we compare statistical data from Chilean and Spanish institutions (e.g., Universidad de Santiago de Chile, Universitat Politècnica de València, and Universidad Católica del Norte) to explore the relationship between final grade distributions and performance indicators. This comparison aims to identify patterns in course evaluations. Preliminary results suggest that the evaluation methods employed by teaching staff have a direct impact on student outcomes, which may be associated with the phenomenon of grade inflation.

Keywords: Quality assurance, performance indicators, curriculum design, credit allocation, grade inflation.