1. Case Studies:
Responding to Student Complaints
By Melanie Santarossa

2. Case #1
You have recently returned the student essays
you graded to the class. Later that afternoon a
student emails you to discuss his grade. He
tells you he does not understand how he could
have received a B- given that he approached
you for additional help after class. He adds, “I
thought you would have told me if I was on
the wrong track, the last time I came to speak
with you”. What would you do?

3. Answer to Case #1
Here are some ways you could approach Scenario #1:
1. Politely email the student back and explain you are sorry to hear that
he is upset with his grade.
2. Remind him that he cannot simply rely on your comments when editing
his work, that he must also consult the rubric/assignment sheet, and
finish any last minute edits on his own or with the help of a peer.
3. Let him know you are more than happy to speak with him if he has
further questions he would like to speak with you about.
4. If you have the time, you could also offer to sit with him and go
through an overview of the essay in reference to the rubric.

4. Ways to Avoid Case #1
✴ Give the students a 24hour rule after you distribute graded papers
back to them. Inform them that they cannot approach you to speak
about their grade until they have taken 24hours to read over the
feedback and review the rubric/assignment sheet. Also, tell them that
in order to speak with you about their grades, they need to make an
appointment to speak with you in person, and provide you with a
written statement as to how they believe they were graded unfairly.
WHY DOES THIS WORK? The 24hour rule ensures the students have
enough time to gain composure so that they can carefully read
through all the feedback provided. It allows them to come to you with
specific questions, rather than with angry comments.

5. Case #2
A student comes to your office in tears over
the amount of feedback she received on her
latest exam. She wants to speak with you
about the comments you’ve left on her exam,
but she has no idea where to begin. She also
expresses concern because she is unsure if she
is to re-write her exam based on the feedback
you have given her. What would you do?

6. Answer to Case #2
Here are some ways you could approach Scenario #2:
1. Try not to react in a way that may make the student uncomfortable.
Welcome her into the room, and if you have some, offer her tissues.
2. Depending on how distraught the student is, you may need to help
your student calm herself down, by advising her to take deep breaths
or take a quick walk to compose herself.
3. You need to reassure her that you are more than happy to speak with
her regarding her concerns.
4. Ask the student if she would like you to review her exam with her, and
be sure to point out the reasoning behind your feedback. This would
also be a good time to confirm/deny if she is required to re-write the
exam.

7. Ways to Avoid Case #2
✴ Before the exam, you could take the time to explain the importance of
feedback to student learning. You could also show your students what
type of feedback they can expect, and how you may organize such
comments.
✴ Also, try to limit the feedback you give so that they are not
overwhelmed by the amount of writing that may appear on their
exam.
✴ WHY DOES THIS WORK? Showing the students why feedback will be
helpful to them, and how they can expect to receive it, will make them
feel more comfortable with the process.

8. Case #3
You created a rubric to accompany a research
project. On the same day that you return the
research project, a student confronts you
claiming that he does not agree with the
criteria you have included in the rubric, and
feels that because there is a discrepancy in
the rubric, he did not receive the grade he
deserved. What would you do?

9. Answer to Case #3
Here are some ways you could approach Scenario #3:
If you have the 24hour rule in place, remind the student about the
rule and ask him to return. If you do not have this rule, perhaps the
following would be helpful...
1. Tell the student that you are happy to speak with him regarding his
concerns.
2. Ask him to bring his research project and rubric with him when he
meets with you.
3. Read over the rubric and research project with the student so that he
can see how his work fits into the grade category he received.
4. Next, show him what he needed to include in order to reach the grade
he thinks he deserved.

10. Ways to Avoid Case #3
✴ When you distribute the assignment sheet for the research project,
include the rubric and review both with the class.
✴ If you have taught the class before, and have asked a former student
to use his/her work, use their work as a chance to show the students
how a project would be graded using the rubric (this could be a class
activity).
✴ WHY DOES THIS WORK? Providing the students with the rubric when
you give them the assignment sheet helps them to see the purpose of
the assignment and how the assignment will be weighted toward their
overall grade. Moreover, using an example to show the rubric’s
effectiveness will ensure that students refer to the rubric as they
work on their projects.

11. One last note...
In all situations wherein you encounter a student with a grade
complaint, remember the following:
✴ Remain calm
✴ Show the student respect
✴ Do not be afraid to ask the student to return when s/he is more
agreeable
✴ Walk the student through your grading process
✴ Refer to any information given previously in class that reinforces your
position/how you grade/why you give feedback etc.