There are several critical measures in the Project Performance evaluation such as time, cost, and quality. In this paper, a new method for Project Performance evaluation is presented by combining the Project Golden Triangle and the methods in decision science. At first, strategies and measures are introduced for the perspectives of the Balanced Scorecard (BSC) method according to their effect on time, cost, and quality. Next, the Analytic Hierarchy Process (AHP) method is used to weigh the measures by the judgments of experts after integrating AHP and BSC. Then, the weights of the five Project phases — from the initiation to the closure — are calculated by the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS). Our proposed TOPSIS is not only able to involve the judgments of experts, but also, in combination with AHP, can provide a comprehensive Performance evaluation method for a Project. Finally, using the judgments of experts of a real Project-based organization, computational results show that financial measures are more important than other measures and the planning phase is the most important phase of the Project. By the proposed method, a Project-based organization can evaluate its Performance and determine its competitiveness.

This study aimed to identify and elaborate Performance indicators that define and support meaningful assessment in Project-based learning (PBL), as perceived by experienced educators in Tehran. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from 23 teachers, curriculum planners, and assessment specialists with extensive experience in PBL across various educational levels in Tehran. Purposeful sampling ensured diversity in participants’ backgrounds. Data collection continued until theoretical saturation was achieved. Interviews were transcribed verbatim and analyzed thematically using NVivo software, following Braun and Clarke’s six-phase approach to thematic analysis. Credibility was enhanced through peer debriefing, member checking, and reflexive journaling. Three overarching themes emerged as core domains of Performance indicators for meaningful assessment in PBL: (1) Authentic demonstration of learning, including realworld application, creativity, effective communication, collaboration, product quality, knowledge integration, and technology use,(2) Reflective and metacognitive skills, such as self-assessment, goal setting, evidence-based reflection, adaptability, critical thinking, and ownership of learning,and (3) Social and ethical responsibility, encompassing peer assessment, ethical conduct, community engagement, cultural awareness, and environmental consciousness. Illustrative quotations highlighted how these indicators manifest in practice and are valued by educators for supporting holistic student development. The study underscores the multidimensional nature of meaningful assessment in Projectbased learning, emphasizing the importance of integrating authentic, reflective, and socially responsible Performance indicators into assessment systems. The results have practical implications for educators, curriculum designers, and policymakers seeking to enhance the effectiveness and equity of assessment in PBL contexts.

The Gooyom floodwater spreading Project which covers 550 ha, was carried out on the premise to a decrease in the floodwater would increase the yield of the spreaders planted to wheat. The Project consists of a gabion step weir which diverts the Gooyom river flow through two conveyance-spreader-channels. The level-silled-channels which are downstream of the conveyance-spreaderchannels regulate the flow and facilitate better water distribution. Flood coverage, the qualitative intensity of erosion and its expanse, sedimentation, infilterability and the soil water content to a depth of 80 cm were all determined. The mean flow from the conveyance-spreader channel was 6.9 ls-1m-1; the highest flood coverage was 90%. Erosion was negligible where the fields were cultivated on the contour; otherwise, in the case of upstream riverbank breaching, it was relatively high. Sediment thickness ranged from 2-35 mm according to the position of measurement relative to the water spreaders. Infiltrability for the control and flooded areas ranged between 32.1-59.9 and 17.6-55.3 mm hr-1, respectively. The soil water contents to a depth of 80 cm and 26 days following a flood, were 9.0-12.1 and 11.2-17.0 percent for the control and flooded areas, respectively. It is concluded that the Gooyom floodwater spreading Project, if properly maintained, is capable of controlling floods.