<![CDATA[Outcome-Based Education (OBE) requires coherent links between intended outcomes, learning activities, assessment, and evidence. This evaluative document analysis examined formal alignment and operational traceability in an Indonesian English teacher education curriculum and five purposively selected course plans. Five experts rated 33 indicators across 11 dimensions; a supplementary nine-feature audit assessed documentary links across courses. The Constructive Alignment Index was 79.9% (659/825), with Kendall's W = .662 indicating rater concordance. Outcome specificity (93.3%) and graduate-profile traceability (90.7%) were relatively strong, whereas formative feedback (64.0%) and differentiated learning opportunities (48.0%) were weaker. All five plans contained rubrics, but explicit outcome-specific assessment criteria links appeared in only one; four were partially documented. Feedback-to-revision procedures were partial in all five. The findings distinguish the presence of OBE components from their auditable documentary continuity. They support improved outcome coding, assessment mapping, and feedback design but do not establish classroom implementation or student attainment.]]>
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