Draft: Digital Examination using ETH Computers – Open Internet & Open Book Format

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?

Digital examinations were introduced primarily because automated grading allows for the efficient assessment of large student cohorts. Beyond efficiency, the digital format also provides a solid framework for presenting case studies. During the exam, students are tasked with conducting an initial analysis of a specific case. To answer related questions, they use digital tools and various resources. This approach supports a realistic working environment – enabled by access to the open internet – which mirrors professional practice.

How are students prepared for the assessment?

Students are gradually introduced to the digital tools throughout the semester by using them in group tasks. This hands-on experience ensures that they become confident in applying the tools before the final exam.

In addition, students complete six short Moodle quizzes focusing on key theoretical concepts. Each quiz provides instant feedback with model answers and can be repeated multiple times to reinforce learning. To further support exam readiness, sample digital exams are made available.

Shared Experience

How many times has the assessment been conducted in this format?

The exam has been conducted digitally for several years. However, the full potential of digital assessment was only realized four years ago when the format was restructured around group work and a case study approach was introduced.

Two years ago, open internet access was permitted for the first time. Prior to that, access was restricted to a limited set of websites through a white-listing approach.

What contributed to the success?

• Relevance and engagement: Students greatly appreciate the use of real-life case studies. In fact, some have mentioned that they enjoyed the exam – an encouraging kind of feedback.
• Team coordination: The teaching team works in a well-coordinated way and is also supported by the Service Digital Examinations.
• Visual quality: Digital examinations enable the inclusion of high-quality images, which is particularly important in our D-ARCH department. This contributes to a more engaging and aesthetically pleasing exam experience.

What were the challenges and how were they overcome?

• Clarity of questions: Ambiguity must be avoided at all costs. Each exam is test-run in advance by at least two people to identify and eliminate unclear wording or technical issues.
• Academic integrity: Students are strictly prohibited from communicating with anyone other than the supervisors during the exam. Any form of digital communication and exchange is prohibited. At the start of the exam, students are required to confirm their compliance and are reminded that dishonest behaviour has consequences and that their screens will be recorded.
• Preparation discipline: Since students have access to all necessary resources during the exam (including the internet), there is a risk they might rely on searching instead of preparing. To counteract this, the exam duration is set in a way that only well-prepared students can complete all tasks in time.

Are there any further developments planned?

For the time being, we will continue with the current digital examination format. No additional changes are planned, as the future of the lecture itself is still uncertain.

What tips would you give lecturers who are planning a similar assessment?

If possible, start with existing materials. It’s very helpful to have access to past exams or quiz templates. Using an existing Moodle quiz as a starting point can save a great deal of time.

Equally important is learning from colleagues who have already used this assessment format. Their experiences and practical insights can inspire and help avoid common pitfalls.