This study evaluates civil engineering students’ performance in a Contracts and Estimation course within Malaysia’s Outcome-Based Education (OBE) framework, focusing on cognitive, affective, and psychomotor learning outcomes. Performance records from 53 students were analyzed using descriptive statistics, correlation analysis, multiple regression, and CLO/LOD attainment mapping to examine (i) performance trends across assessment components, (ii) the predictive value of continuous assessments for final examination scores and overall achievement, and (iii) attainment of CLOs and LODs relative to the institutional benchmarks. Results revealed consistently high attainment in affective and psychomotor domains (~90–95%), but comparatively lower attainment in the cognitive domain (~65%). Regression analysis showed that continuous assessments strongly explained total course performance (R² ≈ 0.90) but only moderately explained final examination outcomes (R² ≈ 0.50). These findings underscore the need for improved alignment in assessment design, greater scaffolding of cognitive learning, and strengthened continuous quality improvement (CQI) practices. The study contributes empirical evidence to engineering education research and offers actionable recommendations for enhancing balanced learning outcomes in civil engineering programmes..