Hybrid Examination with automated Grading by Moodle Question Type STACK

Overview of the Course

What is the subject context of the course?

The courses Analysis I and Analysis II for engineers are set in the context of one-dimensional and multi-dimensional differential calculus, including vector analysis and ordinary differential equations.

What should students learn and be able to do at the end of the course? 

By the end of the course, students should have developed analytical and mathematical reasoning skills, along with effective problem-solving strategies. They are expected to master core mathematical techniques and think conceptually within a mathematical framework — for example, using spatial visualization. A strong emphasis is placed on real-world applications as the course is designed for future engineers rather than mathematicians.

Why was the specific assessment format chosen? 

The decision to introduce this assessment methodology was prompted by the abolition of certificates of attendance. This change created the need for an alternative way to keep students actively engaged throughout the semester. Initially, a multiple-choice midterm was introduced; however, since it was offered only once per year, it did not provide sufficient support or continuity. With weekly ‘quick exercises’, the midterm and, above all, thanks to the Moodle question type STACK with its automated feedback, we can now offer this.

How are students prepared for the assessment? 

The preparations for the final examination include a midterm and ‘quick exercises’ with detailed feedback and bonus functions:

• The midterm takes place in the second week of the spring semester.
• The short weekly ‘quick exercises’ are carried out on site and are supervised.
• Moodle quizzes with STACK questions are always available to students and can be repeated as often as they like.
• Students receive open-ended tasks to be completed on paper, submitted via Moodle and corrected by student teaching assistants. However, very few students take advantage of this option. We assume that worked solutions are circulating among the students.

Shared Experience

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

So far, three midterms and four session examinations have been conducted using STACK.

What contributed to the success?

The success is based on several factors:

• In the first week of the semester, students complete a syntax quiz with STACK so that they can familiarize themselves with how STACK works.
• The integration of Moodle and the STACK question type enables the digitization of a large portion of the course’s learning activities, especially the exercises.
• A key advantage of this system is that students can receive immediate feedback at any time, which is essential for effective formative assessment.
• The ‘quick exercises’ are essential for students to keep up with the course content and encourage continuous engagement.
• Clear logistics and communication are crucial. It is important to avoid overwhelming students with too much information, while still providing all necessary details clearly and on time.
• Equally important is getting the entire teaching team on board and ensuring that everyone supports the approach being taken.

What were the challenges and how were they overcome?

Several challenges had to be addressed, including the creation of well-functioning tasks, dealing with frequent Moodle updates, and managing the parallel use of different platforms — specifically Course Moodle and Exam Moodle.

A committed team, combined with strong backing from the Rectorate, EduIT, and UTL, played a significant role in the successful implementation.

What further developments are planned?

The planned developments include the integration of generative AI into question formats, although this initiative is still in its early stages.

Another key objective is to expand the use of STACK to additional departments across the institution.

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

Take it step by step. Start by using STACK for individual questions and formative exercises in the Course Moodle rather than jumping straight into a full examination with complex STACK tasks. This allows both lecturers and students to gradually become familiar with the tool and its possibilities.

It’s also crucial to ensure alignment between the exercises the students work on during the semester and the final examination. Students should know what to expect — the exam format should reflect the types of questions and difficulty levels they have encountered in the course.

We regularly organize beginners’ workshops on STACK. You can sign up individually or as a group at stack@math.ethz.ch.