10 Ways to Measure Learning Beyond Grades

[MarisaBluestone]

Grades look official. They come in tidy letters and numbers, stamped on transcripts like they tell the whole story. But do they really measure learning … or just who figured out how to play the game?

In "This Is Not a Test: 10 Ways Instructors Measure Learning Beyond Grades" on The What and Who of EDU, 12 instructors shared how they measure what matters most. From transfer to real life, to creative projects, to skills that stick long after the final exam, these educators show us what learning looks like when it escapes the gradebook.

Be sure to check out the full podcast episode on Apple or Spotify to hear all the tips. 

Judge the Work, Not the GPA

GPAs look neat on paper, but they don’t capture grit, persistence, or what students can actually do. Dr. Christin Monroe looks for the student who pushed through and grew from the work, not just the one with a perfect transcript.

“A student that gets a B in a class could know so much more about content than a student that gets an A. But the student that earned that B and really spent more time and just learned more, that's the student that I want to have working for me.”

Why it works: Grades are only a snapshot. By valuing persistence and depth of learning, Monroe highlights the students who will thrive beyond the classroom.

Rethink the Test

Memorization can earn an A, but it doesn’t prove understanding. Dr. Daniel Look argues that conversations, alternative assessments, and transfer tasks get closer to the truth.

“I would argue that our academic achievement system is pretty flawed. The students who reject [authentic assessments] the most tend to be the 4.0 students. And that's because they've got that system down. They know what to do with the system. And this “standard system” of grading isn't necessarily a good metric of what they actually know. It's how well they can play the game of exams and quizzes and writing papers, or whatever.”

Why it works: Conversations reveal what multiple choice never can. When students can apply knowledge in new ways, it proves they’ve moved beyond memorization to mastery.

Turn Students Into Teachers

For Dr. Star Sinclair, the best proof of learning isn’t a test score, it’s when students start explaining class concepts to their moms, their roommates or even using them to help train their new puppy.

“I love hearing when students are like, oh, remember that thing we talked about in class? I went home and showed my roommates that, or I went home and I was talking about this with my mom over the weekend. I got a new puppy, and I actually was trying to use the operant conditioning principle to train it to go outside … when students are able to show that they can see the connection from the content in the classroom to anywhere else outside of it, that gets me super excited, because that's exactly what it should be, right?”

Why it works: Transfer is the ultimate test. When students take classroom concepts into real life and teach them to others, they prove the knowledge belongs to them.

Stack the Game

Students are going to chase points no matter what. Dr. Mike May redesigns his grading so the only way to win is through learning.

“The part of the instructor's job is to arrange the points so that the optimal way of picking up points is also a good way to learn… The most effective way of getting the points is to actually sit down and read the book.”

Why it works: Instead of fighting students’ instinct to “play the game,” May rigs the rules so genuine preparation and practice earn the rewards.

Measure the Moment

A grade is a snapshot of one moment in time. Jennifer Duncan reminds her students that their transcript doesn’t define who they are or dictate their future.

“I want you to know that I know that this grade is not necessarily a reflection of who you are as a person. It's a reflection of what you were able to do this semester in this time period in this course. It does not mean that this is an indicator of your future success or your ability or your intelligence.”

Why it works: By reframing grades as timestamps instead of verdicts, Duncan helps students see failure as feedback and possibility instead of destiny.

Track the Trajectory

Some students bloom late, others stumble before they soar. Charlotte de Araujo values the long arc of growth over a single grade.

“I've had the privilege to teach students first entering introductory biology, then continuing on in second year biochemistry, second year cell biology ... It's really amazing to have a chance to watch them grow.”

Why it works: Learning doesn’t happen all at once. By watching progress over multiple semesters, de Araujo captures the deeper story grades miss.

Make It Make Sense

Tests and papers aren’t the only way to show understanding. Ryan Herzog gives students freedom to demonstrate their learning creatively.

“I have a colleague that's having students do TikTok, Instagram reels… She’s had students write children's books. So we just need to figure out ways in which we can assess academic achievement without it necessarily being academic.”

Why it works: Application matters more than format. When students explain concepts through stories, media, or creative projects, they prove real comprehension

Build the Toolbox

Betsy Langness wants her psychology students to leave with more than theory — she wants them to leave with tools they can use in daily life.

“So really, that real world application where they can take that knowledge and apply it to real world scenarios, I think, is really interesting… becoming a problem solver for yourself.”

Why it works: Students feel empowered when they can apply concepts to manage stress, change habits, or solve problems. Langness makes learning practical and personal.

Listen for the Learning

Not all learning shows up in a grade. Amy Goodman says some of the most important growth is invisible unless you listen closely.

“In fact, sometimes what you've learned may not even be observable outside of yourself. So when we talk about measuring learning in academia, we really are talking about whether or not the learner has constructed and integrated the knowledge… the best way… is literally to talk to them.”

Why it works: Learning is often quiet and internal. By listening to students explain their thinking, Goodman uncovers understanding that data can’t show.

Look for the Long Echo

For Derek Harmon, the truest measure of learning often comes years later — when former students reach out to say, “I was ready.”

“Once they've transitioned into the actual clinical practice, I get emails… saying how comfortable they feel with their anatomical knowledge compared to some of their peers… That tells me that academic achievement has met beyond any standardized test they might take.”

Why it works: Some of the most powerful evidence of teaching doesn’t show up until long after the course is over. The long echo of readiness is the real measure.

🎧 Want to hear it all in action? Listen to the full episode → Have a tip for a new teacher? Leave us a voicemail at (512) 765-4688 and you might just hear yourself on a future episode