<![CDATA[This study evaluated the implementation of a structured performance assessment rubric in an automotive painting practicum, examining both practical process skills and final panel product quality. A descriptive evaluative method with a quantitative approach was employed. The research subjects were 21 students enrolled in the Painting Technology course during the even semester of the 2025/2026 academic year at the Automotive Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Makassar. Data collection techniques included observation, documentation, and product assessment using a 16-indicator structured rubric with a 4-point rating scale. The process performance assessment results showed achievement percentages of 88.8% for panel preparation, 77.5% for base coat, 69.4% for clear coat, and 86.3% for finishing, with an overall process performance of 80.5% (Good category). The product quality assessment revealed an overall product quality score of 72.5% (Fair category), with the most dominant painting defects being dust nibs (52.4%) and orange peel (47.6%). The inter-rater reliability coefficient (Cohen's Kappa = 0.82) indicated strong consistency in the assessment process. This study provides preliminary course-level evidence that a structured rubric can effectively distinguish between process performance and product quality assessment in an automotive painting practicum. The findings highlight clear coat application as the primary area requiring instructional improvement within the Outcome-Based Education framework. A CPMK-Rubric alignment matrix is presented to support OBE implementation.]]>
