Tell her that the final piece is only worth 58 and that she was on the right track but then be specific about how she can improve it. I assume she WAS on the right track when you saw the early draft?

I also assume the finished piece was worth only 58?

What does your course handbook say about feedback?

In my discipline we give back a lot of feedback so if I had seen a draft worth a 58% i would have made a few comments on how to improve from that point (doesn't guarantee that the student would make the improvements but that is up to him/her).

If the point of the draft is to give a 'yes on the right track' or 'no, you are off topic/missed out a significant point/utterly unclear' kind of comment, then the feedback you gave is adequate.

it depends if feedback is always given, or a favour.

If it is a favour, reiterate that it was so, and that based on the incomplete work you saw, they seemed on track. They, however, did not lift the essay to a higher level after your conversation. I would also reiterate that the advice you gave is no guarantee of a high mark, and that a 60% is still a pass, just not a very good one.

If feedback is always given - I would make sure that in future it provides guidance on how to improve (written) rather than what to do, specifically.

But I agree with you - it is disheartening when people cannot accept their responsibilities.

What do you mean you saw it "as a print out but not on paper"?

Was it difficult to read? Do you stand by your final mark? If so in my case my course director would ask me for more detailed feedback on what could have been better / was missing etc. and she's expect that to reference the common marking scheme.
"Feedback" on a draft is not a guarantee of a high mark.

Be strong! You have done nothing wrong. It's their tough shit if they can't use your advice productively. I can't believe student sense of entitlement these days...

Oh gosh, that's not a major screw up. I've fucked up far, far worse than that!!!

It doesn't really help for your current situation, but we have a very, very strict "nothing at all can be read" rule. It's fine to discuss approaches and clarify misunderstandings, but no reading of anything in any way, shape or form. We introduced this to avoid exactly the situation you're in now. Is there any way of discussing doing something like this in your department?

In terms of the two students you are dealing with at the moment, be confident in your academic judgement! I've seen essays that were "heading in the right direction" but still managed to fail. Just be clear with them where they went wrong and where to improve, but stick to your guns!

I'm with everyone else- You really haven't screwed up: the students asked for feedback, you gave it. If the final version was ok but a little lacklustre, that's only a reflection on the student. I am pretty brusque with this sort of thing "the essay did x and y well but you need to focus on (some combination of..) criticality/coherence/ use of sources in your future assignments."

If you have some kind of writing service or Study Skills provision direct them there...My institution offers one to ones through the English Language Centre which are usually really helpful.

The way she implemented my suggestions regarding those specific questions wasn't great

And there you have it. You have NOT cocked up. 58% is a perfectly respectable mark. As long as the student is given some specific feedback about how to improve next time, this is absolutely normal.

My mantra with students is: "Effort does not always equal achievement." We all know that, goodness me, I've experienced it many times!

The process of looking at a draft is a sound pedagogical practice. I never give an idea about either a number or a class mark when I look at a draft. I will say things like:
This is a good start
This is a solid basis for a second draft
This has some good ideas hiding in there, but they need clarifying
This draft is a bit unclear

And so on ...

It's tricky, isn't it? We want to encourage students by giving them constructive feedback, but we also need to be realistic.

I had a case a few years ago when some students pretty much ganged up against a colleague and said they couldn't work with them as they were "rude" and "disrespectful" (that word used by students about staff always makes me snort!) As convenor of this bit core module, I sat in on some teaching (of all tutors in the course, actually) and saw that my colleague gave straightforward, direct but really really good advice. But the students felt (oh they feel so much) that this was "rude". This year the cohort in this course have told me they want us to be less "nice" in our feedback!

I will discuss feedback with students, but marks are untouchable. Have you a process of second marking or moderation?

My mantra with students is: "Effort does not always equal achievement."

Oh, yes! The number of times I've had students complain to me about their mark, and their main reasoning is that they worked really hard on it! The other one is that they really enjoyed it.

Sometimes I really have to repress my response of: Ok, you may have worked hard on something you really enjoyed, but you answered a totally different question to the one that was set, used very few proper sources of evidence, and you really need to proof read!

Sending hugs x x x

You really did nothing wrong. Really

Agree that you did nothing wrong. Similar issues in our office this week too with a colleague re dissertation issue. Loving "effort does not equal achievement". I may adopt that if okay.

Hope you are doing better op, you have done nothing wrong.

Plagiarise, plagiarse, Let no-one else's work evade your eyes.

[I made that up]

Dr Lehrer: No you didn't

By which I mean, adopt that maxim. I think I got it from someone else years ago.

You've done nothing wrong. Chin up.

Please do not beat yourself up. You have not done anything wrong. My personal policy is not to read any drafts (obviously other than dissertations) but some of my colleagues do and we don't have departmental/faculty policy so I am ''the baddie'.

I think getting the moderator to have a look is a very sensible plan. If I am dealing with a particularly bolshy student when I tell them that if they want I'll get it 2nd marked I'll then remind them until the Exam Boards the marks can go up ...and down!

I was really surprised by how stressful academia can be, which is why I am now an ex-academic! I am glad your colleague was understanding and hope you feel calmer about it all.

Just a word of warning depending on what 'look at the assignment again in a way that would satisfy the students' means. In all the unis I have worked in students cannot appeal the grade, they can only appeal the process. If the student is querying the mark then flagging this essay for second marking and possibly bringing it to the attention of the external is all that can be done. Neither you nor the moderator should engage in discussions about changing the mark with the student, other than to repeat the second marking/external examining process (which should be written down anyway in the handbook). If the student has concerns with the feedback process, e.g. should have had written feedback or more meetings, he/she should meet with the course director or degree director who should clarify to the student what is expected from feedback and take any action if necessary. If the student has concerns with the quality of the feedback then he/she should take this up with the course director or degree director.