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Implementation of outcome-based Education (OBE) in Indonesia has been urged since 2019. It primes to the need of some adjustments in the higher education curriculum. In Academic writing classes in which English is served as a foreign language, implementation of OBE principles imposes issues as assessment must measure all abilities, skills, and knowledge targeted in the learning outcomes. The challenge escalate with large size classes that lead to a less optimum assessment given to learners’ writing. The need of writing assessment model that obeys OBE principles and facilitates academic writing teachers in coping with complication in providing quality assessment to scads of students in Indonesia is of a paramount importance. Yet, studies aimed at meeting the need are barely conducted. This research, therefore, designs writing assessment model which can (1) measure the expected learning outcomes, (2) monitor student’s abilities, skills and knowledge with regard to their individual learning pace, (3) assist the teachers of writing classes to comprehensively provide rigorous assessment to lots of students. ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model is employed to reach the research objectives. As the whole process is still on going, this article presents the Analysis and Design stages of the study. It elaborates underlying considerations of the proposed assessment model by reviewing previous studies related to writing assessment and OBE assessment in writing. The descriptions of the illustrated assessment model are presented to provide vivid view of how the assessment model works. Abstrak: Implementasi Pendidikan Berbasis Hasil (OBE) di Indonesia telah digalakkan sejak tahun 2019. Hal tersebut didorong oleh perlunya beberapa penyesuaian dalam kurikulum pendidikan tinggi. Dalam kelas menulis akademik dimana bahasa Inggris disajikan sebagai bahasa asing, penerapan prinsip-prinsip OBE memberlakukan masalah karena penilaian harus mengukur semua kemampuan, keterampilan, dan pengetahuan yang ditargetkan dalam hasil pembelajaran. Tantangan meningkat dengan kelas berukuran besar yang mengarah pada penilaian yang kurang optimal yang diberikan pada hasil tulisan peserta didik. Perlunya model asesmen menulis yang menganut prinsip OBE dan memfasilitasi guru kepenulisan akademik dalam menghadapi kesulitan dalam memberikan asesmen berkualitas kepada siswa di Indonesia menjadi sangat penting. Namun, studi yang ditujukan untuk memenuhi kebutuhan tersebut hampir tidak pernah dilakukan. Oleh karena itu, penelitian ini merancang model penilaian menulis (1) mengukur hasil belajar yang diharapkan, (2) memantau kemampuan, keterampilan dan pengetahuan siswa terkait dengan kecepatan belajar individu mereka, (3) membantu guru kelas menulis untuk memberikan penilaian yang cermat secara komprehensif kepada siswa. banyak siswa. Model ADDIE ( Analysis, Design, Development, Implementation, and Evaluation ) digunakan untuk mencapai tujuan penelitian ini. Karena keseluruhan proses masih berlangsung, artikel ini menyajikan tahapan Analisis dan Desain dari studi tersebut. Tulisan ini menguraikan pertimbangan yang mendasari model penilaian yang diusulkan dengan meninjau penelitian sebelumnya terkait dengan penilaian menulis dan penilaian OBE secara tertulis. Deskripsi model asesmen bergambar disajikan untuk memberikan gambaran yang jelas tentang cara kerja model asesmen.

Integrated Academic Writing Assessment Model to Support The Implementation of OBE Curriculum