Assessing simulation learning in higher education

System simulation may be used as a valuable exemplar of modeling in degree programs across a range of disciplines. This paper describes and discusses an approach to assessing learning in that domain, relating it to Bloom´s and Biggs´ taxonomies. It uses a miniproject, scenario concept, evaluated through oral examination. The scenario text and grading plan are included in the paper. The approach is found to usefully differentiate across the full range of student performance