frameworks and tools to work toward a more just society.
Unfortunately, a fixation on grades minimizes these opportunities. We find that students who let go of their attachment to grades and put their energy into sincerely grappling with the content tend to do well. Worrying about grades detracts from the ability to focus on content and can become a kind of self- fulfilling prophecy. The following reflection questions may be useful in lessening this attachment:
Am I willing to consider that I may not be qualified to assess my performance in a course, especially one in which new concepts are being introduced? Do I expect an A in all of my courses, and if so, why? Is it because I have always received As, or is it because I have demonstrated mastery of course concepts? When I ask my instructor, “How am I doing?” am I asking them to provide me with valuable feedback about what my performance conveys about my comprehension and how it might be improved, or am I asking them to tell me what grade I will receive?
We sincerely hope that our students find our courses valuable in terms of the knowledge and insight gained. It has been our experience that this is most likely achieved when students focus more on mastery of content than on the final grade.