ABSTRACT
The daily grading system and the performance-based classroom interaction are central to implementing a Performed Culture Approach (PCA)-based curriculum. However, these two methods demand a substantial student workload, posing challenges to small programs whose institutions do not require a foreign language for graduation. This chapter details adjustments to a PCA-based beginning-level curriculum to improve retention, lower perceived workload, and increase academic achievement in a newly established Chinese language program at a small liberal arts college. Switching to a more PCA-friendly textbook moved results in the right direction, but implementing a more supportive assessment and grading system created a much broader impact. The results were evaluated by comparing student retention, perceived workload, and actual achievement using course documentation from 2016 to 2019. The findings suggest that an alternative formative assessment and grading system may greatly enhance retention without compromising the high-quality outcomes expected of a PCA-based curriculum.
