Learning assessment continues to challenge instructors in higher education. Particularly challenging is finding assessment methods that provide insights into both how well a particular learning activity performs, and what can be done to enhance its effectiveness. This paper presents a method for assessing the learning that derives from course-related experiences, both in and out of the classroom. The method uses students' selfreported learning scenarios as the focal unit of analysis. Students are asked to write two scenarios each semester. One scenario describes a valuable learning experience, and the other a situation where they felt a course-related learning activity was not effective. Results from use of the method suggest it may be a generally effective tool for both assessment and design/re-design of learning activity. Effectiveness of the method is supported by evidence from an object-oriented design and programming course over four semesters.