For teachers to combine the all evidence they gather on a student's performance--including ratings on non-achievement factors like that one's effort level--into a single grade is as inadequate as if a physician summed up a patient's physical condition with one number. Instead of funneling all information on performance into one grade, Guskey says, let's provide a "dashboard" of information that meaningfully records different aspects of student performance--including a separate score for product (how well a learner achieved academic goals), progress (improvement), and process criteria (behaviors that feed learning). Examples show how to do so.