Group Assessment with Case Studies
In the two-semester course "Energy and Climate Design", group assessments and individual Moodle quizzes are integrated into the semester grading, complementing a digital examination format which counts for 50%. For the past for years, this comprehensive assessment structure has effectively supported the evaluation of a course with more than 250 students annually.
Throughout the course, students collaborate in small groups of up to five participants to develop in-depth case studies focused on energy and climate design. Structured across six thematic modules, students progressively expand their subject knowledge. Each module concludes with a group assignment, which is subsequently discussed and evaluated through structured feedback sessions guided by student teaching assistants.
Throughout the course, students collaborate in small groups of up to five participants to develop in-depth case studies focused on energy and climate design. Structured across six thematic modules, students progressively expand their subject knowledge. Each module concludes with a group assignment, which is subsequently discussed and evaluated through structured feedback sessions guided by student teaching assistants.
All Course Assessments
Overview of the Course
What is the subject context of the course?
This annual course investigates the potential of integrated design as a strategy for sustainable architecture. Beginning with human needs and the specific potentials of the local environment, it examines how buildings can be passively and actively supplied with heat, cooling, air, and electricity.
The course aims to build a deep understanding of the interplay between architectural design and energy supply systems. Students learn to develop design solutions that minimize the environmental impact of buildings and to actively contribute to addressing the climate crisis.
What should students learn and be able to do at the end of the course?
At the end of this one-year course, students will be able to estimate the impact of energy and climate on a building. They will be able to independently apply the steps of an integrated design process to their own project and master selected tools from the Integrated Design Atlas platform (IDA). Future own designs can be supplemented and enriched with potentials from energy and climate analyses.
Why was the specific assessment format chosen?
The group assessment format was chosen because it can easily be integrated into the new flipped classroom concept. Specifically, the goal is to emphasize feedback, participation, and peer learning. Additionally, students should have the opportunity to manage their workload flexibly throughout their studies.
Feedback sessions on the project are held approximately every three weeks and are led by student teaching assistants who are former dedicated students of the course. A community has formed around this group assessment format, and it is very committed.
Although the organizational effort is considerable, the advantages to the students’ learning process outweigh it.
How are students prepared for the assessment?
Students do not require any special preparation for the group assessment. Students are in their third year of study when they attend the course and are accustomed to group work (e.g. design studios).
At the beginning, the group assessment is briefly introduced to discuss the rather high workload involved in this format, as well as to highlight its benefits for students’ learning processes.
Support and clear guidelines are also provided for forming groups.
Course Fact Sheet
Energy and Climate Design II: 2
Competencies Fact Sheet
Concepts and Theories (assessed)
Techniques and Technologies (assessed)
Analytical Competencies (assessed)
Decision-making (assessed)
Media and Digital Technologies (assessed)
Problem-solving (assessed)
Communication (assessed)
Cooperation and Teamwork (assessed)
Self-presentation and Social Influence (fostered)
Sensitivity to Diversity (assessed)
Negotiation (fostered)
Adaptability and Flexibility (assessed)
Creative Thinking (assessed)
Critical Thinking (assessed)
Integrity and Work Ethics (assessed)
Self-awareness and Self-reflection (fostered)
Self-direction and Self-management (assessed)
Assessment Fact Sheet
Support for the teaching/learning process (formative)
(Feasible for 50 - 500)
Presentation
Submission
Resources
ETH rooms
Moodle is used to organize and communicate with students as well as to provide the online quizzes.
- Assignments that form part of group assessments are submitted via the ‹Submission› activity.
- Questions can be asked and answered via the ‹Forum› activity.
- Entry of a group for a tutor was made via the activity ‹appointments› activity.
Organizing and collaborating with student teaching assistants is also done via Moodle. The Forum activity is also used to coordinate communication between student teaching assistants and lecturers.
Grading and Feedback
Grade
Doctoral teaching assistant
Student teaching assistants
Lecturer
Student teaching assistant
The student teaching assistants lead the feedback discussions and award points for group assessments. Meanwhile, the lecturers remain in the background, discussing critical cases with the student teaching assistants and randomly checking the points awarded.
However, the points ultimately determine the final grade for group assignments. The lecturers are responsible for approving and awarding the grades.
The final grade for the course is calculated from the grade obtained in the performance assessments during the semester (group work and individual Moodle quizzes, 50%) and the grade obtained in this digital session exam (50%).
The performance assessment was based on a points system (maximum 30 points).
- A maximum of 24 points could be achieved for group assignments (six tasks, each worth a maximum of four points).
- A maximum of 6 points was available for Moodle quizzes (6 quizzes, with one point awarded for each quiz if 90% or more was achieved).
There was no limit on the number of attempts for the Moodle quizzes and feedback was provided immediately for each question.
Staff Workload (252 Candidates)
| Time | Staff | |
|---|---|---|
| Preparation | 2 d / Semester | 1 Lecturer |
| 3 d / Semester | 1 Doctoral Teaching Assistant | |
| 2 h / Semester each | 9 Student Teaching Assistants | |
| Lecture: Introduction to group work | 3 x 2 h / Semester each | 2 Lecturers |
| Feedback Sessions: Coordination and Meetings Student Teaching Assistant | 3 x 2 h / Semester Week | 1 Lecturer |
| Feedback Sessions: Preparation and Tidying up (e.g. Screens) | 3 x 5 h / Semester | 1 Student Teaching Assistant |
| Feedback Sessions: Group Feedback and Scoring | 3 x 10 h / Semester each | 9 Student Teaching Assistants |
| Feedback Sessions: Supervision and Backup | 3 x 4 h / Semester | 1 Lecturer |
| Scoring | 1 d / Semester | 1 Lecturer |
Preparation
Lecture: Introduction to group work
Feedback Sessions: Coordination and Meetings Student Teaching Assistant
Feedback Sessions: Preparation and Tidying up (e.g. Screens)
Feedback Sessions: Group Feedback and Scoring
Feedback Sessions: Supervision and Backup
Scoring
Extra Information
- Exam Process
The lecturer is present at the feedback sessions for preliminary and follow-up discussions (3 times per semester). - Grading
The lecturers are responsible for approving and awarding the grades.
The values given refer examiners who are experienced with Moodle and can build on existing Moodle course templates. If the assessment is prepared entirely from scratch the process takes approximately one week. The course structure is based on the previous year’s version and can be copied within Moodle.
Shared Experience
How many times has the assessment been conducted in this format?
The group assessment was carried out four times until 2025.
What contributed to the success?
Working with the teaching assistants for the feedback sessions. The student teaching assistants themselves learn a lot from interacting with the students.
The product of the group assessment is a poster. These posters get better and better over the course of the semester.
What were the challenges and how were they overcome?
On the one hand, it’s challenging to overcome group effects, such as free-riding and problems with harmonious cooperation. To counteract this, students are given the opportunity to register in advance for feedback sessions, where they will receive individual feedback. For this, a specific role is assigned to each student and they are awarded an individual grade according to their performance in this role. While this is helpful, it involves additional effort.
On the other hand, it is challenging to reconcile the feedback and assessments of the various student teaching assistants. Since groups can choose their own student teaching assistants, significant differences in feedback and assessments influence group allocation. This requires a great deal of coordination and organization. Moodle helps to reduce this effort.
Are there any further developments planned?
- The student teaching assistants who were involved in the feedback sessions will take on this task again.
- The poster submission was introduced in 2025 and took place at the end of the semester. In the future, the development and design of the poster will be supported throughout the semester.
- The feedback and evaluation sessions should be separated in the future. As this course will expire in two years, such a change will no longer be implemented.
What tips would you give lecturers who are planning a similar assessment?
- Structure the group assessment well (in advance).
- Engage in an exchange of experiences with other lecturers.
- Always make sure that it is enjoyable.
The group work and feedback sessions are clearly a win-win situation. Students learn to deal with peer feedback, group dynamics and communication within the group, while students teaching assistants gain valuable experience in giving feedback and interacting with students.
Examiners
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Dr. Illias Hischier
