DUT Guide om løbende bedømmelse

Løbende bedømmelse er en relativt ny eksamensform i Danmark, som giver mulighed for at supplere en afsluttende eksamen med bedømmelsesaktiviteter i løbet af undervisningsperioden, som tæller med i den studerendes samlede karakter. Løbende bedømmelse kan derfor blive en måde, hvorpå eksamen knyttes bedre til undervisningen og giver de studerende mere retvisende eksamenskarakterer. Med fokus på bedre uddannelse og undervisning på de videregående uddannelser vil det formentlig blive en mere udbredt eksamensform med tiden. I guiden her præsenteres praksisnære råd til undervisere og undervisningsudviklere om løbende bedømmelse baseret på forskning, danske og internationale erfaringer samt den hidtidige implementering af eksamensformen på danske videregående uddannelser

The DeRisk database: Extreme Design Waves for Offshore Wind Turbines

The estimation of extreme loads from waves is an essential part of the design of an offshore wind turbine. Standard design codes suggest to either use simplified methods based on regular waves, or to perform fully nonlinear computations. The former might not provide an accurate representation of the extreme waves, while the latter is computationally too intensive for design iterations. We address these limitations by using the fully nonlinear solver OceanWave3D to establish the DeRisk database, a large dataset of extreme waves kinematics in a two-dimensional domain. From the database, which is open and freely available, a designer can extract fully-nonlinear wave kinematics for a wave condition and water depth of interest by identifying a suitable computation in the database and, if needed, by Froude-scaling the kinematics. The nonlinear solver is validated against the DeRisk model experiments at two different water depths, $33.0 [m]$ and $20.0 [m]$, and an excellent agreement is found for the analyzed cases. The experiments are used to calibrate OceanWave3D's numerical breaking filter constant, and the best agreement is found for $\beta=0.5$. We compare the experimental static force with predictions by the DeRisk database and the Rainey force model, and with state-of-the-art industrial practices. For milder storms, we find a good agreement in the predicted extreme force between the present methodology and the standard methodologies. At the deep location and for stronger storms, the largest loads are given by slamming loads due to breaking waves. In this condition, the database methodology is less accurate than the embedded stream function method and more accurate than the WiFi JIP methodology, providing generally nonconservative estimates. For strong storms at the shallower location, where wave breaking is less dominating, the database methodology is the most accurate overall.Comment: Submitted to Marine Structures (Elsevier), 46 pages, 16 figures, 6 tables. The database associated with the publication is available at https://data.dtu.dk/articles/dataset/The_DeRisk_Database/1032203

Continuous assessment in higher education in Denmark

Designing fair and efficient ways of assessing student learning is a challenge to most teachers in higher education. It is possible that multiple graded, low-stake activities during the teaching period can either replace or supplement end-of-semester exams to measure student performance. Such a shift to continuous assessment has the potential not only to increase efficiency but, importantly, also enhance student learning. Continuous assessment is used widely internationally and now (since 2016) also allowed at Danish Universities. Here we review the advantages and disadvantages of this assessment format and report on its first use in two science courses at Aarhus University. We include a detailed description of the graded tasks and activities used in the two courses. By comparing student per-formance in continuous assessments with that of a traditional end-of-semester exam we are able to highlight some challenges and provide recommendations for the future use of this assessment format at Danish universities