In this article, we discuss the limitations of grades as a measure of student learning. We also consider more robust measures that may be preferable to grades alone for assessing college students' academic achievement. We begin with a brief history of grades, followed by a discussion of the pros and cons of educators' widespread reliance on grades to represent student learning, capabilities, and overall potential. We then discuss supplemental assessment strategies that yield a richer reporting of student products, processes, and progress in their learning. Finally, we conclude by reiterating the inadequacy of employing a uni-dimensional measure to represent the multi-dimensionality of the human potential.