Grades indicate knowledge demonstrated in relation to an assessment of some sort (or a set of assessments). Just as poor grades are not a prophecy of future life difficulty, high grades do not indicate that a student has mastered a skill or concept for life and is guranteed future success. Actual learning is much deeper than that, and may not show up in a student's grades.
Students who persevere in the face of academic challenges are not always the ones with the highest grade point averages. True understanding and conceptual application may not be immediately measureable. Many times, students who have the greatest range in learning and growth start below expectations and improve their thinking to a large extent without demonstrating grades worthy of honor roll status.
Adults need to have the stamina and belief that students can learn, regardless of the current level of achievement or current grade on the subject. Dialogues between adults and students must be constructive, and must recognize growth in both knowledge retrieval as well as growth in analysis, synthesis, and evaluation skills. Unlike grades which represent knowledge at a particular moment in time, skills must be refined over the course of many months or even years.
Through these supportive interactions, students can begin to see the benefit of evaluating their own knowledge and skill development. At that point, the responsibility for their own academic results will reside first with the students themselves, and grades will be viewed from the perspective of a public representation of a private victory.
