This paper offers a fresh look at measurement-based assessment of learning at university level. The paper draws on a rich literature that informs what quality entails for our universities. The quality assessment measurement (QAM) scale used has been designed centering on six set of competency parameters: resources, teaching and learning, research, leadership, discipline and open conceptions of education quality. Each competency parameter mirrors a number of competency indicators that can jockey upon or inform some aspects of quality. The primary purpose of this paper is to try out a simple model for measuring quality in universities. This study used a randomly selected sample of 176 lecturers who responded to a quality assurance assessment scale. Appropriate tabular analysis used has projected how respondents react to the six quality areas tested. The study has revealed low rating in the six set of competency parameters we set to understudy. For that matter there is need to attend to the relevant suggestions made by the respondents as outlined in section 3.2 of this article. (Contains 6 tables.)