B. Dahl

Publications31
h-index5
Citations173
Highly Influential Citations11
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Using the SOLO taxonomy to analyze competence progression of university science curricula
During 2007 all Danish university curricula were reformulated to explicitly state course objectives due to the adoption of a new Danish national grading scale which stipulated that grades were to be… Expand
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Constructive alignment and the SOLO taxonomy: a comparative study of university competences in computer science vs. mathematics
TLDR
This paper analyzes 550 syllabi from the science faculties at University of Aarhus, Denmark (AU) and the University of Southern Denmark that had been rewritten to explicitly incorporate course objectives, interpreted as intended learning outcomes (ILOs), using the principles of Constructive Alignment and the SOLO Taxonomy. Expand
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Conformity or confusion? Changing higher education grading scales as a part of Bologna Process: the cases of Denmark, Norway and Sweden
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Analyzing CS competencies using the SOLO taxonomy
TLDR
We have used the SOLO Taxonomy to analyze 5,608 competencies stemming from 734 courses from the faculties of science at Aarhus University and University of Southern Denmark. Expand
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Reliability of the radiographic variables in the International Spinal Cord Injury Spinal Column Injury Basic Data Set compared with the AO classification
Study design:Intra- and interrater reliability study for radiological variables of the International Spinal Cord Injury (SCI) Spinal Column Injury Basic Data Set.Objectives:To test reliability of the… Expand
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Retention of differential and integral calculus: a case study of a university student in physical chemistry
This paper reports a study on retention of differential and integral calculus concepts of a second-year student of physical chemistry at a Danish university. The focus was on what knowledge the… Expand
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University Students' Incoherent Concept Definition Images of Continuity and Asymptotes
PRESTiGE: Overview of the Results of a 5-year EU Training and Research Network
Main Points of Objections to the "No Child Left Behind"
Adequate Yearly Progress (AYP): --The guidelines fail to distinguish between successful schools and unsuccessful schools --Between schools under-performing in just one area vs. schools likely to need… Expand
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Project Supervisors’ Views of a Group Based Project Exam for Engineering Students in a Problem-Based Learning Curriculum
Bettina Dahl Soendergaard is an associate professor at the Aalborg Centre for Problem Based Learning in Engineering, Science and Sustainability under the auspices of UNESCO at Aalborg University… Expand