Experiences in evaluating outcomes in tool-based, competence building education in dynamical systems using symbolic computer algebra

This paper discusses experience with alternative assessment strategies for an introductory course in dynamical systems, where the use of computer algebra and calculus is fully integrated into the learning process, so that the standard written examination would not be appropriate. Instead, students' competence was assessed by grading three large scale projects submitted during the course of the semester, supplemented by an oral examination. The oral required students' to discuss their electronic toolbox of symbolic, numerical and graphical code fragments collected from the electronic textbook and their project reports, and to demonstrate its robustness by trying to solve an unseen problem using it.