Brazilian education has been evaluated in a growing number of large-scale assessments from basic to post-graduation levels. Currently, among all the processes in use, the evaluation system of Capes is the most consolidated, and its grades have composed the General Index for Programs (IGC) since 2008. Considering the importance of graduate studies in the composition of the IGC, and based on the analysis of this indicator, this paper proposes a formulation of new institutional indicators pertaining to graduate study. This proposition, inspired by the IGC, considers the number of programs and the quantity of students enrolled as well as the Capes grade.