10

• The student decomposes the project problem into sub-problems in a visionary way;
• Design decisions are original; decisions and arguments are clearly evaluated and validated;
• Multiple innovative design solutions are developed and compared at different abstraction and implementation levels, including extrapolations taking into account future developments in the field;
• The student uses original, innovative and visionary chains of argumentation that link low-level design decisions with the high-level project goals via all relevant paths.
• The student discusses counter-intuitive and provocative examples (e.g. paradoxes) in order to illustrate variables in the problem definitions and solutions;
• The student shows deep and abstract analytical and synthetic skills;

9

• The student decomposes the project problem into sub-problems in an innovative way;
• All design decisions are clearly motivated and quantitatively explored; design decisions show depth and/or originality;
• Multiple alternative design solutions are developed and compared at different abstraction and/or implementation levels, whereas at least one of these should be novel;
• The student freely uses different chains of argumentation that link all low-level design decisions with the high-level project goals via relevant paths;
• The student uses advanced examples (e.g. thought experiments) to quantify variables in the problem definitions and solutions;
• The student shows deep analytical and synthetic skills in the process of solution development, e.g. what-if considerations;
• The student shows conceptual and abstract thinking.

8

• The student effectively decomposes the project problem into sub-problems;
• All design decisions are clearly motivated;
• Multiple alternative design solutions are explored and compared and the solution approach is communicated;
• The student freely uses chains of argumentation that link low-level design decisions with the high-level project goals;
• The student uses illustrative examples to quantify variables in the problem definitions;
• The student shows good analytical and synthetic skills in the process of solution development;
• The student shows efficient and effective reasoning;
• The student is capable of correct abstractions.

7

• The student decomposes the problem in relevant sub-problems;
• All design decisions are explicit;
• Alternative design solutions are considered;
• The chosen solution is properly motivated;
• The student uses chains of argumentation that connect different design decisions;
• Assumptions are made explicit.

6

• The student argues the major design decisions;
• The student possesses the fundamental knowledge and skills of the EE discipline;
• The student proposes a synthesized solution that meets the requirements;
• Decomposition can be extracted from the work.

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