Work in progress — Direct assessment of course outcomes in a computer modeling and simulation class

This paper presents experiences with implementing a grading technique to closely couple student performance on specific course outcomes with student grades. The course selected for this technique is an undergraduate computer modeling and simulation course, which required an individual research component in addition to assignments and in-class tests. This class tested a technique whereby assignment of aggregated numerical scores for homework or tests was replaced by pass/fail feedback on individual course outcomes. Each assignment or test enumerated which specific course outcomes potentially satisfied within the assignment. Outcomes loosely correlate to Bloom's taxonomy levels of recognition, understanding, application, and creation. Student feedback reported that the technique enhanced learning, though an increased tendency towards procrastination was also reported. Instructor experiences were positive, with the assessment technique integrating easily with course design and delivery.