Building a Classroom About Learning: Alt Grading in an Introduction to Theatre Arts Class

Description

In this episode, Sharona and Boz are joined by Teresa Focarile, Director of Educational Development at Boise State University, to discuss her first semester implementing an alternative grading system in an Introduction to Theater course. Teresa shares how moving away from weighted averages toward a blend of specifications and mastery-based grading transformed not only the clarity of her course, but also the way students engaged with learning itself. Through transparent grade pathways, co-created rubrics, opportunities for revision, and clearly articulated learning levels like “informed audience member” and “theater artist,” students reported feeling more empowered, less anxious, and more focused on genuine learning rather than point accumulation. The conversation explores everything from the challenges of tracking systems and feedback loops to the realities of implementing alternative grading as an adjunct faculty member, while also highlighting how arts education naturally raises important questions about what grades should actually communicate. Throughout the episode, a central theme emerges: when grading systems become more transparent and human-centered, students are more likely to see the classroom as a place designed to support learning rather than simply sort performance.