A computing literacy course at Michigan State University for non-computer science students was designed with a fixed course structure and continuously changing course content. The structure provides feedback for assessing students and revising content to meet the changing demands of client departments, changing student experience, and changing hardware/software environments. To address potential assessment problems, the course is entirely lab-based, replaces competitive grading with a collaborative learning model, and replaces "points" with a series of mastery learning bridge tasks (BTs). This assessment model provides greater opportunity for learning than traditional multiple choice examinations, actually indicates the concepts and competencies that the student has mastered, and is non-competitive. The model provides a database of student performance that is used to improve the instructional design of the course, refine the BTs, and help individual students better understand concepts. Tables are included that provide information on BT contents, BT attempt rates, course grades, and student evaluations. Sample BTs are appended. (Contains 12 references.) (MES)