Abstract:

There are many Interior Design Programs spread in allover world’ universities. Within some of them, we might find an independent department within the colleges of Fine Arts or Design Colleges, as in American universities and Middle East’ universities. For some others, separate Interior Design Program (out of universities systems) with unique titled ‘School of Interior Design’ or ‘Faculty of Interior Architecture’ as is such in France and some European countries. Most likely, Interior Design Programs are correlative with Architecture Programs within Colleges of Engineering as is the case with many Arab Universities.

However, we find a great similarity between these programs, in world scale, to be subject under the supervision of international specialized committees of Academic Accreditation (CIDA) “Council of Interior Design Accreditation” or under the supervision of the educational quality assurance committees of National Ministry of Higher Education. Additional point of similarity is that graduates are able to compete in international job market.

Research Problem:
Despite the similarity in the Interior Design Programs at higher education level around the world, difference occurs in the final year, particularly the graduation project, that measure the student’ ability of receiving the divers’ interior design program courses. In American Universities, there is one single project subject. This project is to be distributed to all graduation students, to apply over it the programming study and the design application. So easy for juries to evaluate the project to the students and to put a single standard for measuring and evaluating the amount of completing the project and to pass the graduation level with right assessment. But the problem lies in the systems that give students the right to choose the graduation project’ subject. It is usually a real one or virtual interior space (residential, commercial, offices, exhibitions, hotels, design gardens) or any of the projects intended to study and design their interior spaces, to make it work functionally and aesthetically pleasing.
Final juries are to measure the student's ability to identify and how to diagnose the project’ problems and gathering information skills necessary to solve these problems and to reach the design decisions that help designing and reaching project’ success. And this is the typical yearly problem; how to determine the criteria for evaluating and judge these projects which has various size, space and thought in order to be able to assess the students. Assessment criteria should ensure equality among the students as the graduation project is a competition in order to get the highest grades rating.

Research Goal:
Research shall focuses on the development of assessment criteria for university graduation students in interior design programs that define various types and subject for graduation projects for all students. Those criteria shall facilitate the students’ level assessments in a unified statements and rating system to reach equality among students. My liability as academic researcher is to deal with that point and to visualize a more flexible inventory classifying the types of projects and categorized them by size and methodological thinking approaches.

Keywords:

Assessment Criteria, Interior Design Graduation Project, Assessment ID Graduation Projects.