The psychomotor and affective domains are important to assess student's achievement during the industrial training period. Students are exposed to engineering practices, real civil engineering environments, and the required ethical and communication skills through industrial training. Previous research primarily has relied on the employers 'perspectives on non-technical skills of engineering graduates. Still, there are none of the studies depends on student achievement in the psychomotor and affective domains. This study aims to identify the employer's evaluation of the student's performance for psychomotor and affective domains during their industrial training. 272 students undergoing the Industrial Training in session II 2019/2020 are involved in this study. The portion of marks from the industry evaluation for the psychomotor domain is 40% and for the affective domain is 10%. The marks were analysed using descriptive statistical analysis. The Pearson correlation (r) was used to identify the relationship between each Program Outcomes (PO) with the related domain. The t-test analysis was completed to evaluate any significant difference between the performance evaluation of student's gender. The statistical analysis discovered that most of the students were excellent in the psychomotor and affective domains. Furthermore, the r-value for each POs shows a moderately positive correlation. Therefore, the findings indicate that the designed curriculum of the program meets the industrial requirement. However, improvements will always be made to keep nurturing a good quality of future civil engineering technical personnel. © 2021 Kassel University Press GmbH. All rights reserved.
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