Faculty of Humanities Udayana University Conducted ELO Assessment Workshop to Strengthen OBE Quality and Accreditation Preparation

• Posted by: Admin
• Rabu, 29 April 2026
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Denpasar, April 29, 2026 - The Learning Development and Quality Assurance Unit of the Faculty of Humanities, Udayana University held a hybrid Workshop on the ELO Assessment Workshop. It was conducted at the Soekarno Room, 4th Floor of the Poerbatjaraka Building, Faculty of Humanities, Udayana University. The activity was attended by all leaders within Faculty of Humanities, Udayana University, Learning Development and Quality Assurance Unit of the Faculty of Humanities, Udayana University team, Coordinator of Unit of Information and Cooperation Services Faculty of Humanities Udayana University, Quality Assurance teams for Bachelor's, Master's, and Doctoral study programs; the task force teams for Bachelor of English Literature, Bachelor of Japanese Literature, and  Linguistics Doctoral Program; as well as faculty and student representatives.

Opening the workshop, Prof. I Nyoman Aryawibawa, S.S., M.A., Ph.D., as the Dean of FIB Unud, emphasized that this activity aims to ensure that students' competencies are optimally achieved through the implementation of the Outcome-Based Education (OBE) curriculum. An understanding of this measurement is considered highly crucial and urgent, particularly for the Bachelor of Japanese Literature and Bachelor of English literature study programs, which will be conducting re-accreditation this year, as well as the doctoral program next year. Nevertheless, the Dean asserted that the optimization of this reporting system must be utilized by all study programs within the faculty to meet the Key Performance Indicators targets, serving simultaneously as the faculty's long-term commitment to establishing an accountable standard of measurement.

The workshop featured two main speakers: Dr. Adi Sutrisno, M.A., who attended online from Universitas Gadjah Mada and serves as the President of ESAI (English Studies Association in Indonesia), and Dr. I Made Arsa Suyadnya, S.T., M.Eng. from the Information Resources Unit of Udayana University. The session was moderated by Dr. Ni Ketut Widhiarcani Matradewi, S.S., M.Hum., the Coordinator of Learning Development and Quality Assurance Unit, Faculty of Humanities, Udayana University.

In his evaluation, Dr. Adi Sutrisno, M.A. provided an in-depth review of the implementation of the Expected Learning Outcomes (ELO) within the Bachelor of English Literature Udayana University. He highlighted inconsistencies in the Lesson Plan documents, where the content often misaligned with the listed course titles. As a corrective, Dr. Adi recommended restructuring the ELOs hierarchy to be organized sequentially—ranging from attitudes and knowledge to general and specific skills—to ensure a solid academic foundation for students.

Regarding the methods, he emphasized the application of outcome-based assessment used by setting a minimum attainment threshold of 70 percent for each course to guarantee the quality standards of graduates. Furthermore, he encouraged the use of concrete programmatic assessment instruments, such as conducting independent language proficiency tests equivalent to TOEFL ITP standards, and utilizing thesis evaluations as a comprehensive means to assess students' linguistic and literary competencies.

The discussion session following the first presentation highlighted the technical dynamics and administrative challenges in implementing the Outcome-Based Education (OBE) curriculum on the ground. Participants' main attention was directed toward finding efficiency strategies to reduce the administrative burden on lecturers when compiling evaluation matrices. Additionally, the forum specifically discussed guidelines regarding the ideal proportion of Course Learning Outcomes derived from each ELO formulation. It was also deliberated on the best practices for exam question weighting—whether it should be measured based on ELO or Course Learning Outcomes—to ensure the assessment process remains valid, proportional, and practical for educators.

Proceeding to the second session, Dr. I Made Arsa Suyadnya, S.T., M.Eng. as the Head of USDI Udayana University presented the technical guidelines for managing Outcome-Based Education (OBE) assessments. The implementation of this curriculum requires structured mapping, from Expected Learning Outcomes (ELO), Course Learning Outcomes (CLO), to the sub-CLOs, which are linked to specific performance indicators in the RPS. With this scheme, the weighting of assessment instruments such as assignments, quizzes, midterms, and finals no longer relies on static percentages but is dynamically mapped to evaluate the attainment of each indicator.

Responding to concerns regarding the high administrative burden of inputting grades, he asserted that the SIMAK system has been equipped with an Excel-based mass grade import feature to simplify lecturers' workloads. If the assessment matrix is filled consistently, the system will automatically accumulate the passing percentage according to the threshold set by the study program. This automation ultimately facilitates the compilation of centralized assessment portfolios and the printing of students’ ELO transcriptions which are crucial for fulfilling accreditation form requirements.

The enthusiasm as well as the caution of the educators in adapting to the SIMAK system were clearly reflected in the discussion session. The Q&A forum highlighted various technical aspects of operating the system, ranging from clarification on the mandatory input of all Expected Learning Outcomes (ELO) into the database to the hierarchical rules for selecting Course Learning Outcome (CLO) indicators, which must systematically align with the ELO indicators. Furthermore, this discussion directly facilitated the solution of technical problems, such as: system incompatibility anomalies that frequently occur when lecturers input a higher number of CLOs than the formulated ELOs for a course.