Abstract

Evaluation epitomizes a significant part of design processing in practice and education. It represents a major tool for judging outcomes of learning in academia. It is also essential for selecting proposals and making decisions in practice. Addressing this vital part of design processing, this study analyzes the design evaluation construct, variables, and criteria. Within the scope of architectural design pedagogy, the study develops a new model for design evaluation. Based on its configuration and components, the proposed model is named the 5CC framework. The study consists of two main parts. The first is explorative and reviews and analyzes the literature in the assessment and evaluation fields. It is knowledge based and heuristically driven. The second is derivative and used to develop the model of design evaluation. It is heuristically augmented, knowledge based, and mission driven. The model combines design criteria and detailed components that entail typical design process phases and product elements. The main objective of the model is to help learners, educators, and other design-related stakeholders judge design proposals and products succinctly, explicitly, comprehensively, systematically, and graphically.