Alternative grading systems are becoming more prevalent in general academia, to more accurately, effectively, and equitably represent student learning. These systems include labor-based, specifications, mastery, and ungrading. Other disciplines acknowledge variability in individual student preparation, time commitment, effort, and learning and have used these alternative systems to provide a link between individualized learning and the cemented letter grading system through which students are currently evaluated. Nevertheless, these alternative grading systems have yet to find widespread audience in the physics community, even though the inherent student variability is similarly prominent. These grading systems aim to enhance individualized learning by encouraging remediation of mistakes and reducing grade anxiety. A blend of these grading systems was implemented in multiple introductory physics courses. Concept inventory gains historically highlighted the positive impact of pedagogical alterations; those comparative gains are not present here. Regardless, an argument is made in support of grading system transformation due to instructor involvement, student perceptions, and end-of-term evaluations.