The paper aims to present a model that generates a framework for incorporating different types of performance issues into the conceptual design to improve the decision-making process of students by extracting only the critical parameters and demonstrate its applicability in the context of architectural education. The proposed Performance-based Interlinked Model (PBIM) seeks to address the question of whether design and performance parameters can be evaluated together in the early design stage, where conceptual ideas are explored, by integrating knowledge taught in different types of courses in architectural education, including design, building science and technology. The salient pedagogical approach consists in three stages-namely, generating the design model, applying the selected method for performance computation-including solar radiation, daylight, structural, wind flow and spatial analyses-and regenerating the design model by extracting critical performance parameters. Data is collected via a process-analysis method driven by case studies, and a network graph is generated that visualizes the data. The degree and centrality values of the graph are then extracted to assess the individual contribution of the parameters in the architectural design process. The PBIM is validated by calculating the Sensitivity Rate (SR) for each study. The proposed model enables the integrated evaluation of design and performance parameters and the enhancement of students' decision-making process concerning performance analysis.