I think this approach has merit - if there is discipline to downgrading students that clearly haven't mastered the material and assigned themselves an "A" I wa

I think this approach has merit - if there is discipline to downgrading students that clearly haven't mastered the material and assigned themselves an "A" I was a perfectionist and very competitive university student. I didn't just want the A -- I wanted the top score in the class. I often reflect decades later that I would have been better off mastering about 85-90% of the material in a class and then moving on to something else -- versus mastering 110% of the material through repetitive practice even after I had mastered it to obliterate a narrow exam in it. The current system encourages this because employers are more interested in the high GPA student than the students that have mastered a wide range of content at a B+ level. Perhaps this is part of the solution. There has to be accountability in the system for not mastering it - but the goal should be developing overall knowledge.