Handling students who disagree with my marking

[Kissimirri]

A student on one of my modules wrote an essay that didn't address the set question. It wasn't a bad essay (fairly well-written and had it been on topic it would have been a high 60s grade) but the link to the taught content and recommended reading was very limited. Student got a lower mark (50s) than they were hoping for, and much lower than they received in other modules.

I'm not concerned about the marking process - all policies followed etc. - but I found interactions with the student afterwards quite difficult. They sent me two pages of rebuttals, in a combative tone, and when I suggested they meet with me for a discussion this was also a bit confrontational (backchat etc). I am not used to students approaching me with an attitude of "you are wrong and let me tell you why", and I felt quite sweaty and stressed during the meeting (even though I am usually a very confident person). Does anyone have advice on how to handle this better in future?

For context, I am a Lecturer, 3 years into my post.

Does your institution have an academic appeals procedure? Could you refer the student to that?

Nothing to do with lecturing or marking sorry - but I do work in a role where I need to communicate 'unpopular' decisions daily (for which I'm the sole/final deciding authority).

I've dealt with many people who shout or cry or swear but the worst are those that nitpick every word, demand further justification or evidence or explanation (to an unreasonable and unnecessary level) and have a response for everything.

I've found the only way to get through it is to listen to everything, never interrupt, but refuse to get dragged into unnecessary tiny detail once the main points have been addressed.

'I appreciate you're disappointed with the outcome but this is the final decision'.
'Thank you for the feedback, I'll take that on board'.
'I understand how you feel. Many students have felt like this before. However I've found that...' Feel/felt/found method.

Basically acknowledge that you've listened to them, heard them but not give an inch or they'll never stop trying to convince you to change something.

Yes we do, but grounds for appeal relate to situations where the student has, e.g., evidence that due processes or regulations for marking have not been followed. They cannot appeal an academic judgement just because they don't like the mark (thankfully!), so I would not refer them to the appeals process.

My question was more about how I can feel more in control of such a situation if it arises in future. I don't have concerns about the validity of the marking.

@SeeminglyOblivious

Nothing to do with lecturing or marking sorry - but I do work in a role where I need to communicate 'unpopular' decisions daily (for which I'm the sole/final deciding authority).

I've dealt with many people who shout or cry or swear but the worst are those that nitpick every word, demand further justification or evidence or explanation (to an unreasonable and unnecessary level) and have a response for everything.

I've found the only way to get through it is to listen to everything, never interrupt, but refuse to get dragged into unnecessary tiny detail once the main points have been addressed.

'I appreciate you're disappointed with the outcome but this is the final decision'.
'Thank you for the feedback, I'll take that on board'.
'I understand how you feel. Many students have felt like this before. However I've found that...' Feel/felt/found method.

Basically acknowledge that you've listened to them, heard them but not give an inch or they'll never stop trying to convince you to change something.

Thank you! That phrasing is really helpful. I was struggling to think of different ways to say the same thing in the meeting... having some wording in mind is great.

You can't appeal a mark, only a board decision.

I think I would be extra careful to ensure that the brief is clear about what a good piece of work will look like, especially referring to answering the question set.

You could also ask your Programme lead to ensure that students are clear that academic judgement cannot be challenged and students need to learn that answering a different question to that set will result in a low mark regardless of how well written or argued the work is, if it doesn't meet the assessment criteria it cannot achieve a high mark.

@thereinmadnesslies

Does your institution have an academic appeals procedure? Could you refer the student to that?

Yes I tend to send students straight down the formal appeal route (involving me first then escalating) whilst at the same time telling them that their marks can go down as well as up and highlighting that not answering the question can result in a substantial loss of marks.

I would have made sure that work was sent to my external marker.

Thank you all for your helpful comments. As mentioned above the student cannot submit an appeal on the basis of a mark, and I am not concerned about anything to do with the processes - the marking, the second marking, the external examiners - I would like advice on how to manage interactions with students in case this happens again. I found it hard to get the student to see this as a learning opportunity and to respect my position.

I found it hard to get the student to see this as a learning opportunity and to respect my position.

Tell them that. Since they are poor at taking feedback you need to be blunt.

You are happy to provide feedback if they wish to listen and improve but if they wish to continue imagining they know how to mark the work you set better than you then your time is too precious to waste listening.

Do they have a tutor you can ask to explain the basics to them?

I agree that don’t take it personally. Tell the student it’s been moderated if it has been. If it hasn’t been moderated then just say that you’re sorry they disagree with you but that’s the final decision and advise them to address the set question before.

I had similar before and failed a student for a very good essay which did not address the set learning outcomes. So I think your student is lucky they passed.

I have had a student before kick off about a grade, said they’d shown it to their mum and their mum thought it was a good assignment and that I didn’t know what I was talking about. 😂

I used to use the phrase ‘this is a well written assignment (list reasons why), however it does not address the learning outcomes. It you could apply your (list qualities) to the assignment brief you would have got a higher mark. For future assignments I would advise you to check your understanding of the brief before submission.

(I had students who thought their version of the assessment was better than what they’d been given!)

I think you have to be very clear with them that they cannot persuade you to change the mark. If they feel that the processes weren’t followed, they are welcome to use the appeals procedure.

Offer no further meetings about this. Direct them to their personal tutor for support in understanding and acting on feedback.

Don’t tell them you’ll take it on board or that many students have felt similar before. It’ll be fuel to their fire that you are wrong.

@ineedsun is spot on

Tell them what they should have done to improve on the mark next time. Give them decent feedback. I agree with the previous poster about being open to hearing their side too but once they have been heard find ways to softly end the conversation. I always also tell them if I think they are capable of more (mostly they genuinely are), I point to a few positives in what they have done and I tell them that I believe if they can incorporate the feedback it will stand to them to bring them to where they would like to be and where I would like to see them go. Growth mindset and you both being on the same page and all that.

I also sometimes ask a top student if they would mind if I use their work to demonstrate an example of an excellent project very often that softens the cough of the particularly exuberant ones when comparatively they can see their work doesn’t stack up. It is particularly hard for the students you are pretty certain have worked hard but they just haven’t met the grade. They feel cheated from not getting the return on their hard work. I always understand that feeling from their perspective it couldn’t be nice.

@ineedsun

I used to use the phrase ‘this is a well written assignment (list reasons why), however it does not address the learning outcomes. It you could apply your (list qualities) to the assignment brief you would have got a higher mark. For future assignments I would advise you to check your understanding of the brief before submission.

(I had students who thought their version of the assessment was better than what they’d been given!)

This is brilliant. Thank you!!

Definitely say nothing about valuing their feedback or taking their opinions on board. You are right and they are wrong. I assume your feedback to them was clear on how you arrived at the mark, they are just not accepting it. At some point you will need to draw a line and say you are not discussing further. In my experience the fact that they cannot challenge academic judgment at appeal will not stop them appealing. I’m on my university’s appeal committee, we see a large number of academic judgment appeals and they are quickly rejected.

I ask whether they want to discuss the feedback or simply complain about the mark.

The first, I will do; the second is non-negotiable. We have robust marking criteria, rubrics, and moderation/sample second marking practices.

I am not open to discussion in these situations. They can send me long paragraphs about why they think they should get whatever grade they think, but the answer is always, you have to follow the complaints procedure at the university. The only feedback I am willing to give is on how they can move forward and improve for next time.

The other things I do is that I am clear about what is wrong. It is tempting to sugar-coat it, but for some students that means they only hear what paints their work in a positive light. So I tell them straight what it is lacking. No need to be negative in tone, just clear and to the point. If they disagree, then it's straight back to telling them about the appeal procedure.