Open Classrooms: Introduction to High Performing Design (ABPL90424)

Introduction to High-Performance Design exemplifies effective assessment and feedback through an integrated, iterative design process that links environmental theory with studio practice. Students investigate building performance through user-centred and evidence-based methods, progressing from individual diagnostic work to collaborative final proposals. Feedback is embedded at every stage, including peer reviews, oral presentations, and rubric-based critiques.

Discipline and faculty

• Architecture. Faculty of Architecture, Building and Planning

Framework for Educational Excellence dimension: Effective assessment and feedback

This subject demonstrates this dimension through:

• Clear, student-centred Canvas structure supports learning and reduces cognitive load, with a simple, consistent layout that foregrounds key information (what to do, when it’s due, and what “good” looks like).
• Scaffolded assessment tasks allow students to develop and demonstrate skills progressively—from quizzes that test foundational knowledge to collaborative studio-based assignments requiring applied environmental analysis, façade diagnostics, and strategic redesign.
• Iterative feedback loops are built into the subject structure: students receive and apply feedback across multiple stages—from early diagnostic tasks through to interim and final group design proposals.
• Clear assessment of rubrics and guided criteria help students understand performance expectations, including detailed evaluation of aspects such as thermal comfort, daylight access, façade materials, and embodied carbon analysis.

This is a copy of a live subject delivered in 2025. While there are no enrolled students or live activity, you can explore the subject as a student would - navigating modules and gaining insight into how learners engaged with core learning and assessment tasks.