Lecture

Discussion on Knowledge Assessment

Graph Chat

Chat with Graph Search

Ask any question about EPFL courses, lectures, exercises, research, news, etc. or try the example questions below.

DISCLAIMER: The Graph Chatbot is not programmed to provide explicit or categorical answers to your questions. Rather, it transforms your questions into API requests that are distributed across the various IT services officially administered by EPFL. Its purpose is solely to collect and recommend relevant references to content that you can explore to help you answer your questions.

In course

CIVIL-124: Statics (for GC)

Ce cours a pour but de développer une compréhension des modèles statiques de structures. Il présente l'étude du jeu des forces dans les constructions isostatiques formées de barres, poutres et câbles. ...

Description

This lecture covers feedback on the length of the course, unfinished slides, and issues with knowledge assessments. The instructor addresses concerns raised by students regarding the course structure and assessment methods.

Instructors (2)

Emmanuel Denarié

Emmanuel Denarié is a civil engineer, with a PhD in Materials Science. He worked for 3 years in a civil engineering company where he was in charge of the design of structures and the maintenance of bridges. He has 30 years’ experience on research and applications in the field of building materials, advanced concretes, and rehabilitation of reinforced concrete structures. He is since 2000 senior scientist and lecturer in the Laboratory for Maintenance and Safety of structures, at Ecole Polytechnique Fédérale de Lausanne (EPFL), in charge of research and development activities on the application of concretes and advanced cementitious materials to the improvement of existing and new structures. In 2013, under the lead of Emmanuel Denarié, in cooperation with CEREMA, Subdivision des Phares et Balises from Lorient, and Lafarge, a turret at sea (Le Cabon, Brittany, France) was reinforced by a cast on site 60 mm thick UHPFRC shell. The strain hardening mix was developed jointly with Lafarge. This successful application in extreme conditions of access and restraint of the substrate (thin ring geometry) opened the way to large-scale industrial applications of UHPFRC for the reinforcement of existing structures.

Katrin Beyer

Since 2017 Associate Professor, School of Architecture, Civil and Environmental Engineering (ENAC), EPFL. Head of the Earthquake Engineering and Structural Dynamics (EESD) Laboratory 2010-2017 Assistant Professor, EPFL. 2008-2010 Post-doctoral researcher, ETH Zürich. 2003-2007 Ph.D., Roseschool / Università di Pavia, Italy. 2001-2003 Ove Arup & Partners, Advanced Technology and Research Group, London. 2001 Diploma, Civil engineering, ETH Zürich.

Official source

Related concepts (3)

Formative assessment

Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work.

Summative assessment

Summative assessment, summative evaluation, or assessment of learning is the assessment of participants in an educational program. Summative assessments are designed to both assess the effectiveness of the program and the learning of the participants. This contrasts with formative assessment, which summarizes the participants' development at a particular time in order to inform instructors of student learning progress. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark.

Educational assessment

Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests.