Abstract
This paper explores the implementation of standards-based grading in theatrical education as an alternative to traditional grading methods. The background section discusses the limitations and biases of conventional grading scales, highlighting issues such as the emphasis on point collection over knowledge acquisition and the problematic use of zeros. The paper then introduces standards-based grading, outlining its key features and benefits, including a focus on learning standards, clear feedback, and emphasis on mastery. A detailed explanation of how to integrate this approach into a theatrical classroom is provided, along with a grade translation system to align with traditional letter grades. The paper presents four scenarios addressing common challenges in implementing standards-based grading and offers solutions for each. Finally, the benefits of this methodology are discussed, emphasizing its ability to provide clear goals, accurate assessment of knowledge absorption, equitable grading, and increased student engagement. This approach is presented as a flexible tool that can enhance communication and shared knowledge in theatrical education while maintaining a focus on student learning outcomes.
Recommended Citation
Askeland, Tetta M.
(2026)
"Standards-Based Grading in Technical Theatre,"
Essays in Education: Vol. 32:
Iss.
2, Article 1.
Available at:
https://openriver.winona.edu/eie/vol32/iss2/1
Primary Author Bio Sketch
Tetta M. Askeland, Assistant Professor of Theatre at Southwest Minnesota State University. Areas of interest: intersectionality, equity, theatrical education, technology, and grading
