Evaluating Architectural Performance: A Confirmatory Factor Analysis-Based Assessment Tool

• Published in: IOP conference series. Earth and environmental science Vol. 1363; no. 1; pp. 12021 - 12033
• Main Authors: Ghom, Pashmeena, George, Abraham
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.06.2024
• Subjects: Adaptability; Appropriate Technology; Arches; Architectural design; Confirmatory Factor Analysis (CFA); Criteria; Design analysis; Design factors; Design standards; Discriminant analysis; Education; Factor analysis; Performance evaluation; Performance-based Architecture Assessment Tool (PAAT); Socio-cultural Integration; Spatial Construct
• ISSN: 1755-1307; 1755-1315
• DOI: 10.1088/1755-1315/1363/1/012021

Abstract This research presents a confirmatory factor analysis (CFA)-based framework for the comprehensive assessment of architectural design projects within undergraduate education, underpinned by an extensive review of historical architectural trends, current standards, and 21 B. Arch curricula and pedagogical practices. Developed through a two-phase approach that began with a foundational review and culminated in a survey of 264 architectural experts, this research has led to the creation of a performance-based architecture assessment tool (PAAT) that encompasses seven key criteria: spatial construct, functional and environmental efficiency, appropriate technology, socio-cultural integration, legal framework, and economic feasibility. These criteria are meticulously defined by 43 specific sub-criteria, offering a rigorous framework for the evaluation of student projects, particularly in the final year of B. Arch programs. provide a uniform framework for evaluating architectural projects, particularly in the final year of B. Arch programs. While it offers comprehensive insights for advanced projects, its adaptability for use in earlier stages of academic training is somewhat limited due to assessment of legal and economic aspects. This tool not only helps students improve their architectural designs, but also assists educators in assessing the cognitive aspects of design thinking. As a result, it greatly contributes to the development of architectural education, aligning with both historical perspectives and current societal needs.