The Organization for Economic Cooperation and Development (OECD) is currently engaging in a worldwide feasibility study entitled International Assessment of Higher Education Learning Outcomes (AHELO). This feasibility study seeks to develop measures that would assess student learning outcomes that would be valid across different languages, cultures, and higher education institutions. Drawing on anticolonial perspectives, this article provides a critical policy analysis of the AHELO project. Based on a review of the AHELO texts, it presents two themes: (1) crisis and imperial logic in policy production and (2) Anglo-Eurocentrism as global designs and colonial relationships. It argues that, through AHELO, OECD is striving to construct a global space of equivalence for teaching and learning in higher education, and in so doing, perpetuates coloniality in global higher education. It concludes by noting some comparative observations between AHELO and Programme for International Student Achievement in terms of the increasing role of global knowledge for policy tools in educational policy.