DEALING WITH A LOW MARK ON AN EXAM OR PAPER

/in /by

Here’s the scenario: you get the paper back in class or online, and . . . What??? What’s this!!! And the instant emotional response can be as intense for the student on probation as it is for the 4.0 going for a 4.1. There’s surprise followed immediately by a mixture of fear, anxiety, distress, possibly anger and a sense of injustice: If you were expecting a low mark, then heavy on the fear and anxiety. If you thought you did well, dissonance can yield to anger and a feeling that you weren’t fairly graded.

How to deal. First–and this is important–do nothing, say nothing. Temper and arguing, even with very logical arguments, are not the most fruitful approaches either for the work you just got back, or for future work in the course. For the rest of the period, 

  • Focus on any comments the instructor makes about the work handed back, such as common mistakes made by several, examples of top papers, the class average, expectations for future assignments or exams, and–especially this–whether the grades were on the curve.
  • If you have to hand the exam back in at the end of class, make extensive notes on errors and comments while you still have the paper in hand.
  • Comparing your work with others can help provide context. If your study buddy got a better grade, will they share their paper?

Take the perspective that this is one mark only and that you can take action to ensure that your final grade on the course will be acceptable. Accept that it is normal to be disappointed and fearful, and endorse yourself for taking a problem-solving approach.

What is that problem-solving approach?

That evening–or the next day, if you need more time to get into problem-solving mode–sit down with the paper or exam and analyze how you lost marks. Review the rubric in the syllabus and comments the prof made on your paper or in class. The most common reasons marks are taken off are

  • The answer is wrong in a STEM question or a question of fact, such as a historical name or date.
  • Details, such as spelling or grammar, were docked.
  • You handed the paper in after the deadline.
  • The marker made an adding error adding up points on your paper.
  • Procedure wasn’t followed–e.g., the answer is correct, but work wasn’t shown. Or full sentences were expected in short answer questions. Or citation credit was expected and wasn’t given. Or bibliography formatting was incorrect. Or the margins and font weren’t as specified. Or the paper was too long, or too short. Or diagrams and graphs weren’t labeled. Or et cetera.

These are the easy errors to understand, and it’s easy to watch out for them on the next paper or exam.

Then there are marks lost where it just isn’t that easy to see where you went wrong. You may be looking at the answer you gave, seeing you didn’t get full points, but not see the reason for the loss. Some possibilities include

  • More explanation or detail was wanted.
  • The answer is correct, but better or more important points were missed.
  • Your writing is hard to follow.
  • The instructor doesn’t feel you have supported your opinion using the evidence or reasoning favored in the academic discipline of the course.

Grading in these cases has been on more subjective grounds. You can examine the rubric to see if there was detail or emphasis that you didn’t allow for, but at the core, until you know where and by how much you missed what the instructor wanted to see, you don’t have the information you need to keep from missing the mark in the same way.

So you need to meet with the prof. That is one of the reasons they have office hours–they like to see their students get good grades. I’ll go into more detail next week about meeting with the prof to discuss an unsatisfactory grade; in the meantime, you can prepare for that meeting in three key ways:

  • Adopt the mindset that you are going in to learn how you can get a better grade on the next exam or paper. Unless there is a clear error in the grading, such as missing counting up all the marks granted, do not go in with the intent to argue for a better grade on this paper. 
  • Make notes of where you have clearly identified loss of full marks, and how you will remedy the problems. Make separate notes of where you need clarification and direction.
  • Draw up an agenda for discussion.

Then make the appointment. If you are making the appointment by text or email, be brief but make it clear that you are coming in for direction on improving your performance. This sets a respectful collaborative tone, rather than a confrontational tone.

This approach may not meet your initial emotional response (which is one of the reasons I advised you not to respond immediately) but it is far more likely to gain respect and collaboration in return. And you are far more likely to get better grades in succeeding papers and exams.

Most of the time, the prof is on your side. The best of profs are like good sports coaches–they know their stuff, they want you to succeed, and they are rewarded when they see effort toward improvement. The worst of profs—well, not so much. But even there, with this approach your chances for doing better and being graded through a less negative filter are improved. Worst case, you have the virtue of making a professional effort, and, of course, the documentation to back that up.

Let me know about the times you discussed a paper or exam with the prof. What changed? What did you learn? What would you advise other students taking the course from the same prof? [email protected] 

The information in this blog cannot take the place of support from your own mental health professional or community health resources. Reach out to them. And IF YOU ARE IN CRISIS PLEASE DIAL 911.