QUESTIONING YOUR MARK
Sometimes this happens: Your paper is handed back. You see the number circled at the top.
WHAT’S THIS?!!!
Trigger–instant feelings–stomach sinking, or anger!
[Are you still with me?]
What to do right away
First advice–do nothing right away! Acting in anger or fear will be far less likely to gain you an improved grade, and may prejudice the instructor against you for the remainder of the term. If you are going to try to get the grade revised, you need to be strategic in your approach. To be effective strategically, you need to give yourself the time to regulate your triggered emotions, then decide your approach.
Often students choose to do nothing about a low mark. That can be from fear of the instructor’s opinion, from fear of challenging authority, from not wanting to be a whinger, or from simply wanting to avoid mentally dealing with the issue (see emotion regulation above).
Why bother?
Most often, questioning the grade does not give the immediate desired result. But sometimes it does. And for sure, if you do nothing, nothing will change. If you deal with the exam grade in a professional studentship manner, there is some chance that your mark will change, or at least you will have a clearer idea of the subtleties in the mind of the instructor for the next exam.
Note: In going over your marked exam, check the adding of the marker. Sometimes they have missed adding in the points for a question (or once, I’ve heard, a whole page of questions!). That will be an easy fix.
Multiple choice exams
If the grade is on a multiple choice STEM exam where there is very little ambiguity in grading, if you are not happy with your grade, discussing with the instructor how you can improve your understanding of the topic or the approach to exams in the course gives you a better chance of doing better next time. One student raised their grade from 60s to 90s following some test advice sites recommended by their instructor.
Short answer, essay, and case study exams and papers: Prepare your case!
In cases where there is some ambiguity in grading, you may well defend or have reasons for the responses you gave–particularly if your reasons are based on knowledge of the material. Before you approach the instructor,
- Review the rubric. Did you miss a key instruction? (“Answer in complete sentences.” “Limit 150 words.” “Use APA format.” are instructions often forgotten.)
- Note feedback the instructor gave the class when they handed back the exams. Did any comments particularly apply to your paper?
- Note where you lost marks. If you understand why, note that, also note where you felt you did meet the question and the rubric requirements.
- Assign yourself what you would have given yourself for each question or section–acknowledging where you feel the loss was fair. You are more credible in discussion if you note those points where you were fairly downgraded, and more apt to be listened to where you feel you had stronger answers.
Choose your approach
If it is clear to you that despite your disappointment you were graded fairly, your approach may be to discuss how you could have approached tough questions differently–what did you miss?
If you feel that some of your responses were worth more points, note those, and be prepared to respectfully make your case.
Write up an agenda for a meeting with the instructor
An agenda works for you in three ways:
- An agenda forces you to prioritize the issues you are going to focus on. You should not have more than three issues, e.g,.
- Where you lost points.
- Is there a possibility for reconsideration of the points?
- How can you improve your responses next time?
- An agenda keeps you both on topic in your meeting.
- An agenda gives the instructor a sense of structure and awareness of the issues you want to make sure are addressed.
Pencil in on your copy of the agenda the thank you that you are going to remember to say at the end of the meeting.
Making the connection
Students often want to carry the discussion on by email. If at all possible, use the email to set up a face-to-face meeting. It may be outside your circle of comfort, but it shows your effort, and face-to-face meetings are almost always more effective than email.
The meeting
Here you need to take the long view of the course as a whole, not just this mark for this exam. Do not go in expecting to get your grade changed. If that happens, bonus. But it usually does not.
What usually does happen is that you leave with a much clearer idea of what to do to improve your grade and a much clearer idea of how to approach the next exam. What also usually happens is that the instructor is aware that you are engaged in the process of learning the material and willing to put in effort to do well in their course.
Start with thanking the instructor for their time. Let them know you’ve set up an agenda to make good use of that time.
Follow the agenda. Make notes. Summarize at the end of the meeting
Thank them for their time and state one item you will be taking their advice on, if this is relevant.
Follow up
If they gave you any advice, such as attending a writing workshop or enrolling in a peer tutor group, do that immediately. Email the instructor thanking them for their time and advice, and letting them know about the advice you have followed.
Beyond the single mark
What I’ve outlined is an approach that goes beyond the single mark, and into a collaborative approach with your instructor for doing well in the course overall. Setting a positive, professional tone lays the groundwork for assignments to come, as well as for courses beyond this term. And sometimes the mark does get changed.
Connect with me to discuss getting the grade: [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.