Discrete Mathematics assessment using learning objectives based on Bloom's taxonomy

We have developed grading criteria using learning objectives inspired by Bloom's taxonomy for a two-course Discrete Mathematics sequence. For each topic in the courses we developed a hierarchy of learning objectives where the lower-level objectives correspond to the lower levels of Bloom's taxonomy and the higher-level learning objectives require deeper understanding as in the higher levels of Bloom's taxonomy. The grading system was designed to directly link a student's level of comprehension to his or her grade while maintaining the structure of a more traditional course. The grading system clarifies course expectations, helps students to see clearly where they need improvement, and assesses student's total achievement rather than their rate of achievement. Students are evaluated based on their progress with the learning objectives, primarily through quizzes and exams. Because traditional quizzes and exams are used, the assessment method can be implemented without affecting other instructional strategies. We discuss the benefits and challenges of this system along with modifications that help to address some of the challenges we experienced.