Abstract: Addressing the subjectivity in weight allocation and the ambiguity of competency orientation in traditional electronic technology experiment performance evaluations, this study deconstructs the “ability to solve complex engineering problems” requirement from the “Engineering Education Accreditation Standards.” We establish a multi-dimensional competency profile evaluation system encompassing engineering experiment operation skills, technical method application proficiency, complex problem-solving capabilities, and engineering professional qualities to achieve a comprehensive, process-oriented student competency assessment. Furthermore, we propose a combined weighting model based on AHP-ENTROPY, utilizing the Analytic Hierarchy Process to quantify the qualitative weights of experimental teaching objectives and the Entropy Weight Method to extract objective information from experimental process data, thereby optimizing the conflict between subjective and objective weights and forming a dynamic, balanced combined weight allocation strategy. Taking the experimental class student grades as an example, we compare the combined weighting method with single evaluation methods. The results demonstrate that the grades calculated by the combined weighting method exhibit higher discrimination than those obtained through subjective/objective methods, indicating greater scientific validity and providing quantitative evidence for the “continuous improvement” of experimental courses in engineering accreditation.