Assessment is a notorious source of preoccupation for faculty and university governing bodies, especially when an institution initiates curricular reforms which shift the programme learning outcomes for knowledge to competencies. One obstacle to acceptance arises from a culture of quantitative assessment (often represented by a single mark), which is at odds with the concept of outcome assessment which is by essence subjective, qualitative and multidimensional. The method presented here is specifically concerned with learning activities where students need to demonstrate competency in learning outcomes of different natures. It describes a methodological framework that can be used in any programme that aims at developing multidimensional learners, but operates in a context where the final assessment product is a single quantitative grade. This method follows a classical approach to the evaluation of each learning outcome. It then proposes an innovative way of ranking students by categorising their overall performance based on conditions that reflect the integral nature of the learning process, to allow teaching staff to assign a range of marks for each student. Finally, a last step allows a quantitative ranking of students within each category, yielding a single quantitative mark for the course while remaining coherent with the learning goals.