This paper starts from the assumption that the typical grading systems used by most American secondary schools need overhauling and discusses the implementation of an alternative student evaluation system that is individualized, noncompetitive, and nonpunitive. Most of the paper describes a performance-based, criterion-referenced student evaluation system developed at Concord High School in Wilmington, Delaware. The Concord system employs formative evaluation, which results in interim progress reports of a student's work in each subject area, and summative evaluation, which summarizes a student's work for an entire course and evaluates his level of achievement. Both the formative and summative evaluations evaluate students on an individual, noncompetitive basis, without using traditional grades, grade point averages, or class rankings. Samples of both the formative and summative evaluation report forms developed at Concord are included. The author emphasizes the importance of contacting college admissions officers before implementing an alternative student evaluation system; he reports that 90 percent of the colleges surveyed indicated their acceptance of the new Concord system. (JG)