The purpose of this study is to develop criteria and items for measuring outcomes for the innovative ICT-based classroom project, which is a educational ODA project of Korea, and verify its validity and outcome prediction. Relevant literature review was conducted to define criteria and items for measuring outcomes. The model consists of 3 criteria; relevance of inputs, improvements of ICT literacy, and improvements of ICT friendly instruction in innovative ICT-based classrooms. In order to verify its validity and reliability, a developed survey derived from the previous researches was conducted on 543 learners in Cambodia, Azerbaijan, Sri Lanka, and Paraguay, where innovative ICT-based classroom is operating. Content validity analysis, exploratory factor analysis were conducted. In addition, descriptive statistics, correlation, and regression analysis were performed using SPSS 20.0. The specific results are as follows. First, 3 criteria(relevance of inputs, improvements of ICT literacy and improvements of ICT in education-friendly) and 16 items were confirmed after verifying its validity and reliability. Second, the impacts of all 3 criteria(improvements of ICT literacy, improvements of ICT friendly instruction, and relevance of inputs) on achieving participated learners ICT literacy competencies were statistically significant. The result of study implies the importance of outcome-based ODA project design including the development and implementation of credible assessment tools. In addition, the result of this study could be considered as a exemplary case of ICT applied ODA project assessment in the field of education that is consistently increasing.