The programme outcomes or synonymously known as graduate attributes stipulated in the International Engineering Alliance's graduate attributes and professional competencies serve as a benchmark of standards for engineering education to higher learning institutions in Malaysia as well as other signatory countries under the educational accords. However, with regard to assessing the programme outcomes, the Engineering Accreditation Council Malaysia, similar to most accreditation bodies in the Washington Accord, does not prescribe any specific model to inspire innovation and creativity in assessment. As a result, higher learning institutions often experience challenges in implementing a model that can reflect students' real performances in these programme outcomes. In essence, a few assessment models have been adopted, namely the accumulating, culminating and comprehensive culminating. This review paper unveiled the advantages and disadvantages of these models and revealed why the comprehensive culminating model is a better approach in the Malaysian experience. From the literature review, and document analysis of accreditation visit reports and records from some accreditation bodies and higher learning institutions, a systematic approach to implement the comprehensive culminating assessment model is proposed. This approach will be useful for higher learning institutions and faculty members in the Washington Accord signatory countries in sustaining assessment efforts.