Since 2015, the program has established the following program outcomes that map into ABEEK Engineering Accreditation Criteria, KEC2015:

  • 1. an ability to apply knowledge of mathematics, basic sciences, engineering, and information technology to the solution of architectural engineering problems
  • 2. an ability to analyze architecture related data and experimentally verify given facts or hypotheses
  • 3. an ability to define and formulate architectural engineering problems
  • 4. an ability to apply state-of-the-art information, research-based knowledge, and appropriate tools to the solution of architectural engineering problems
  • 5. an ability to design systems, components and processes within realistic constraints 6. an ability to contribute to project team for solving architectural engineering problems
  • 7. an ability to engage in effective communication under diverse situations
  • 8. an ability to understand the impact of engineering solutions in the context of health, safety, economics, environment and sustainability
  • 9. an ability to understand professional ethics and social responsibilities as an architectural engineer
  • 10. a recognition of the need for, and an ability to engage in self-directed, life-long learning in the context of technological change

Alignment of Program Outcomes with Program Educational Objectives

Blank Space : Negligible Alignment ◐ : Moderate Alignment ● : Strong Alignment

Alignment of Program Outcomes with Program Educational Objectives
PEO / Attainment Goal Program Outcomes
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
A professional architect who can produce valuable building and other structures on the basis of basic fundamentals of sound professionals To fulfill the professional ethics and social manners required for industrial workforce ●
To acquire the basic fundamentals of humanities/social sciences, computers, and basic sciences ● ◐ ● ● ●
To be alert for self-development with a clear sense of purpose ●
To solve engineering tasks by analysis, integration, application, convergence of given data or technology ● ● ● ● ●
To effectively communicate with reporting the results of tasks performed. (report or presentation ● ● ●

Assessment System of Program Outcomes

Assessment Process for Each Program Outcome

For each program outcome, performance criterion at a level commensurate with outcomes stipulated in ABEEK Accreditation Criteria.

Assessment Process for Each Program Outcome
No. Program Outcome Performance Criterion Assessment Tool Performance Goal
1 an ability to apply knowledge of mathematics, basic sciences, engineering, and information technology to the solution of architectural engineering problems Able to set up appropriate physical model and carry out mathematical and architectural analysis Course-embedded Assessment Grade of 60 Points or Above
2 an ability to analyze architecture related data and experimentally verify given facts or hypotheses Able to plan experiment and carry out experiment by following a due process, reach conclusions through analysis of experimental results and write report Course-embedded Assessment Grade of 60 Points or Above
3 an ability to define and formulate architectural engineering problems Able to define and formulate architectural engineering problems, and solve the problems by following a process Course-embedded Assessment Grade of 60 Points or Above
4 an ability to apply state-of-the-art information, research-based knowledge, and appropriate tools to the solution of architectural engineering problems Able to apply computing tools and techniques needed for practice of architectural engineering Course-embedded Assessment Grade of 60 Points or Above
5 an ability to design systems, components and processes within realistic constraints Able to design buildings and structures in compliance with specifications Course-embedded Assessment Grade of 60 Points or Above
6 an ability to contribute to project team for solving architectural engineering problems Able to reach reasonable solutions by considering other team members’ fields of expertise Course-embedded Assessment Grade of 60 Points or Above
7 an ability to engage in effective communication under diverse situations Able to express one’s opinion and accurately present evidences in document, drawing and presentation forms Course-embedded Assessment Grade of 60 Points or Above
8 an ability to understand the impact of engineering solutions in the context of health, safety, economics, environment and sustainability Able to understand the impact of solutions and express merits and weaknesses of the proposed solutions. Course-embedded Assessment Grade of 60 Points or Above
9 an ability to understand professional ethics and social responsibilities as an architectural engineer Able to recognize and practice professional ethics and ethical responsibilities Course-embedded Assessment Grade of 60 Points or Above
10 a recognition of the need for, and an ability to engage in self-directed, life-long learning in the context of technological change Able to explain methods associated with life-long learning Course-embedded Assessment Grade of 60 Points or Above
Subjects for Program Outcome (2017)
Subjects for Program Outcome (2017)
division year title PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10
MSC 1 1 Basic Mathematics ●
2 1 Earth Science ●
3 2 Programing &
Practice		 ● ●
Complementary
Studies		 4 1 Campus Life
with Vision		 ● ●
5 1 English ●
6 3 Start-up Business
Management		 ●
Engineering
Course		 7 1 Architectural
Basic Design(1)		 ● ●
8 2 Architectural
Design(1)		 ● ●
9 4 Architectural
Capstone Design(1)		 ● ● ● ●
10 3 Field Practice ●
11 2 Architectural
Design(2)		 ● ●
12 3 Reinforced Concrete
Structural Design		 ● ●
13 3 Construction
Planning &
Scheduling		 ●
14 4 Environmental
Design(1)		 ●
15 4 Architectural
Capstone
Design(2)		 ● ● ● ●
16 2 Applied
Mechanics(1)		 ● ●
17 3 Building
Equipment(1)		 ● ●
18 2 Construction
Engineering		 ● ●
19 2 Architectural
Planning		 ● ●
Supplementary
Course 		20 4 Engineer
License		 ●
total 3 3 3 6 6 2 3 4 3 3
System for Assessment of Each Program Outcome

For achieving program outcomes stipulated in ABEEK Engineering Accreditation Criteria, program has set up performance criteria, performance level, close-the-loop process, assessment tools, rubrics and performance goals.

PO 1
PO 1 ability to apply knowledge of mathematics, basic sciences, engineering, and information technology to the solution of architectural engineering problems
Performance Criteria Able to set up appropriate physical model and carry out mathematical and architectural analysis
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Able to accurately apply relevant concept to the problem at hand, with no significant error Able to accurately apply relevant concept to the problem at hand, but with a few minor procedural errors Able to accurately apply relevant concept to the problem at hand, but with procedural errors Not able to accurately apply relevant concept to the problem at hand, with conceptual and procedural errors
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses Basic Mathematics, Earth Science
2nd Year Courses Programming & Practice
3rd Year Courses
4th Year Courses
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 2
PO 2 an ability to analyze architecture related data and experimentally verify given facts or hypotheses
Performance Criteria Able to plan experiment and carry out experiment by following a due process, reach conclusions through analysis of experimental results and write report
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Able to plan experiment or process appropriate to situation at hand, and able to apply the result to obtain desired outcome Able to plan experiment or process appropriate to situation at hand, and able to apply the result to obtain desired outcome, but with minor errors Able to plan experiment or process appropriate to situation at hand, but omits data or results; Still able apply the result to obtain desired outcome, but with errors Able to plan experiment or process appropriate to situation at hand, but omits significant data or results; not able to obtain accurate result needed to obtain desired outcome
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses Architectural Basic Design(1)
2nd Year Courses
3rd Year Courses Reinforced Concrete Structural Design
4th Year Courses Architectural Capstone Design(1)
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 3
PO 3 an ability to define and formulate architectural engineering problems
Performance Criteria Able to define and formulate architectural engineering problems, and solve the problems by following a process
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Able to formulate with no significant error; able to obtain accurate solution by following a logical and effective process problems, and solve the problems by following a process Able to formulate with a few minor procedural errors but no conceptual error; able to obtain accurate solution by following a logical and effective process Able to formulate with significant procedural errors but no conceptual error; able to follow a logical and effective process to solve a problem but not able to obtain accurate solution due to minor procedural errors Not able to formulate due to significant conceptual or procedural errors; Not able to follow logical procedure to solve a problem and not able to obtain accurate solution due to procedural errors
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses
2nd Year Courses Applied Mechanics(1), Construction Engineering
3rd Year Courses Building Equipment(1)
4th Year Courses
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 4
PO 4 an ability to apply state-of-the-art information, research-based knowledge, and appropriate tools to the solution of architectural engineering problems
Performance Criteria Able to apply computing tools and techniques needed for practice of architectural engineering
Performance Level >
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Able to apply appropriate tools and techniques to reach a solution, and able to recognize the limits of those tools and techniques Able to apply appropriate tools and techniques to reach a solution Able to apply tools and techniques appropriate to the problem at hand, but commits errors which leads to errors in a solution Not able to recognize or apply tools and techniques appropriate to the problem at hand
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses
2nd Year Courses Programming & Practice, Architectural Design(1), Architectural Design(2), Applied Mechanics(1)
3rd Year Courses Construction planning & scheduling
4th Year Courses Environmental Design(1)
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 5
PO 5 an ability to design systems, components and processes within realistic constraints
Performance Criteria Able to design buildings and structures in compliance with specifications
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Solution process (or design) is logical and credible Solution process (or design) is logical but minor errors are present Solution process (or design) is logical but significant errors are present Solution process (or design) contains significant logical errors
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses Architectural Basic Design(1)
2nd Year Courses Architectural Design(1), Architectural Design(2)
3rd Year Courses Reinforced Concrete Structural Design, Building Equipment(1)
4th Year Courses Architectural Capstone Design(1)
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 6
PO 6 an ability to contribute to project team for solving architectural engineering problems
Performance Criteria Able to reach reasonable solutions by considering other team members’ fields of expertise
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Solution obtained by considering other team members’ fields of expertise is reasonable and appropriate Solution obtained by considering other team members’ fields of expertise is reasonable and appropriate, but contains minor errors Solution obtained by considering other team members’ fields of expertise is not appropriate and contains contain errors Solution obtained by considering other team members’ fields of expertise is not appropriate and contains contain significant errors
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses
2nd Year Courses Architectural Planning
3rd Year Courses
4th Year Courses Architectural Capstone Design(1)
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 7
PO 7 an ability to engage in effective communication under diverse situations
Performance Criteria Able to express one’s opinion and accurately present evidences in document, drawing and presentation forms
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
The quality of documents (presentation material, display panel, capstone design report) is excellent; able to effectively convey through oral presentation one’s intended message The quality of documents (presentation material, display panel, capstone design report) is ordinary; able to effectively convey through oral presentation one’s intended message The quality of documents (presentation material, display panel, capstone design report) is ordinary; not able to effectively convey through oral presentation one’s intended message The quality of documents (presentation material, display panel, capstone design report) is poor; not able to effectively convey through oral presentation one’s intended message
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses English
2nd Year Courses Architectural Planning
3rd Year Courses
4th Year Courses Architectural Capstone Design(2)
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 8
PO 8 an ability to understand the impact of engineering solutions in the context of health, safety, economics, environment and sustainability
Performance Criteria Able to understand the impact of solutions and express merits and weaknesses of the proposed solutions.
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Able to analyze the impact of design solutions on society, economy, environment and the world to reach solutions that contribute to social, economic, environmental and global betterment; design solutions could lead to practical applications and realizations Able to analyze the impact of design solutions on society, economy, environment and the world to reach solutions that contribute to social, economic, environmental and global betterment Able to analyze the impact of design solutions on society, economy, environment and the world but solutions reached are ineffective in contributing to social, economic, environmental and global betterment Analysis of the impact of design solutions on society, economy, environment and the world is weak, and solutions reached are ineffective in contributing to social, economic, environmental and global betterment
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses
2nd Year Courses Construction Engineering
3rd Year Courses Start-up Business Management
4th Year Courses Architectural Capstone Design(1), (2)
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 9
PO 9 an ability to understand professional ethics and social responsibilities as an architectural engineer
Performance Criteria Able to recognize and practice professional ethics and ethical responsibilities
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Always carries out the task at hand in an exceptionally responsible manner; the quality of work is high Always carries out the task at hand in a responsible manner Occasionally misses task at hand, and the quality or work can be poor Frequently misses task at hand, and the quality or work can be poor
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses Campus Life with Vision
2nd Year Courses
3rd Year Courses Field Practice
4th Year Courses Architectural Capstone Design(2)
Measure Direct Assessment Tool : Course-embedded Assessment
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
PO 10
PO 10 a recognition of the need for, and an ability to engage in self-directed, life-long learning in the context of technological change
Performance Criteria Able to explain methods associated with life-long learning
Performance Level
Performance Level
Exemplary Satisfactory Moderate Rudimentary
Able to recognize the need for life-long learning and able to engage in self-directed manner; plan for further learning is realistic Able to recognize the need for life-long learning and able to engage in self-directed manner; plan for further learning is slightly unrealistic The level of recognition of the need for life-long learning is low; show some engagement but plan for further learning is unrealistic Not able to recognize the need for life-long learning and not able to engage in self-directed manner; has no plan for further learning
Assessment Tool Course-embedded Assessment
Performance Goal Grade of 60 Points or Above
Implement 1st Year Courses Campus Life with Vision
2nd Year Courses
3rd Year Courses
4th Year Courses Architectural Capstone Design(2), Building Engineer License
Measure Direct Assessment Tool : Course-embedded Assessment, Student Portfolio
Evaluate Measure annually, implement improvements biennially
Disseminate Include evaluation results in CQI documents and disseminate to the public, and report to Evaluation Committee
Course-embedded Assessment Process
Course-embedded Assessment Process
Element Process
1 Connection between course and PO Degree of connection given in percentages; Contribution to PO reflected by grading
2 Selection of courses for each PO In principle, all courses are considered (Preference given to architectural engineering major courses)
3 Mapping between PO/PC and course learning objectives(CLO) In principle, 1:1 mapping between PO and CLO; For some courses, 1:N is possible
4 Assessment of achievement of CLO In principle, particular assessment method for each PO. summing of the results employing similar assessment method allowed
5 Subject of Course-embedded Assessment In principle, course instructor; Program Steering Committee may designate one
6 Those Assessed Each and every student in the program
7 Assessment Tools of Course-embedded Assessment Mainly midterm and final examinations; assignments, presentations and quizzes may be selected for certain courses
8 Summing method for Analysis of Course-embedded Results Simple arithmetic mean used