The examination of academic achievements is common in educational research literature, with most studies referring to grades (marks) as measures of success. In addition, outside the realm of research, a student’s grades are usually the main criteria for admission to education programmes, nomination for honours (passing above ordinary level), award of scholarships and so forth. However, scholars have put forward several arguments against the use of grades as the sole or most important measure of academic success. This research note focuses on a specific aspect of this problem, namely the failure to consider learners’ personal perspective regarding their own achievements. Many approaches to evaluating achievements call for their examination in light of previously defined goals. However, each learner defines her or his aspirations and goals differently, while achievements are usually measured on a uniform scale. This research note reviews this problem and considers alternative models (including both their advantages and their shortcomings) for defining academic success in terms of expectations and motivation. In addition, the author proposes a measure to enable the evaluation of academic achievements in terms of an individual student’s goals and aspirations.

在教育研究文献中，对学术成就的审查很常见，大多数研究都将成绩（分数）作为衡量成功的标准。此外，在研究领域之外，学生的成绩通常是录取教育课程、荣誉提名（通过普通水平以上）、奖学金等的主要标准。然而，学者们提出了一些反对将成绩作为衡量学业成功的唯一或最重要的衡量标准的论点。本研究笔记侧重于该问题的一个特定方面，即未能考虑学习者对自身成就的个人观点。许多评估成就的方法都需要根据先前定义的目标进行检查。然而，每个学习者对她或他的抱负和目标都有不同的定义，而成就的衡量标准通常是统一的。本研究报告回顾了这个问题，并考虑了根据期望和动机来定义学术成功的替代模型（包括它们的优点和缺点）。此外，作者提出了一种措施，可以根据个别学生的目标和愿望来评估学业成就。