How do I manage end-of-semester grade change requests?

Dear Aggie,

The end of the semester is approaching, and my inbox is already filling with messages asking for “just a few more points.” I know my students have struggled as we return to pre-pandemic expectations, but I dread the end-of-semester grade negotiations that drain all my energy.

~Handling Grade Change Requests

Dear Handling,

You are not alone. Faculty across NMSU (and across the country) are navigating the tension of wanting to support students while also maintaining fair, meaningful, and defensible grading practices. Let me also take this opportunity to gently remind you that grades are not the product of negotiations. They are earned by students, and your job is to record them.

There is no one-size-fits-all approach to end-of-semester grade requests, but there are a few principles that can help you respond consistently, equitably, and without burning out.

Own your mistakes and correct them

If there has been a genuine mistake, like an addition error, a grade entry error (e.g. keying in 58 instead of 85) or a misapplied rubric, absolutely correct it. We are all human, and mistakes can happen.

Remind students of the flexibility that has been built into your course

Students often ask for extra credit or the chance to do extra work at the end of the semester. Such requests can become overwhelming, and it is not fair to give opportunities to some students that you don’t give to others. By building in flexibility through strategies such as dropping the lowest score, offering limited late passes, replacing a low midterm score with a higher final exam score, or allowing revisions, all students have opportunities to recover from a setback. If you don’t have any of these built into your course this semester, consider adding some next semester.

Use clear timelines and processes

If not already in your syllabus, consider establishing (and communicating) a simple regrade process (and include it in your syllabus next semester):

• Requests must be submitted within a defined timeframe (e.g., within one week of grades being posted).
• Students must provide a succinct written rationale for the request that focuses on a documentable grading error, not on factors such as effort or personal circumstances.

This should help shift conversations from emotional appeals to a focus on the work product, and setting a timeline should reduce some of that end-of-semester stress.

Remember that grades mean something

I know it is easy to lose sight of this when we are feeling buried in grading and perhaps feeling pressure to “just pass” every student.

But grades represent what a student has demonstrated over the course of the semester. Adjusting them based on proximity to the next letter grade (“but I am so close to an A”), personal need (“I’ll lose my scholarship”), or persistence in asking (“I know what you said but…”) undermines both the meaning of the grade and fairness to other students. When students ask you to change a grade for one of these reasons, they are asking you to lie about what they have accomplished. This is unfair to you and to the student. If your course is a prerequisite for future coursework or careers, you may be setting them up for failure if you “just” change their grade in a way that does not reflect their mastery of course objectives.

Know (and use) institutional processes

Remember that you are not the final court of appeal. NMSU has formal grade appeal processes outlined in the Administrative Rules and Procedures (ARP Chapter 5).

If a student wishes to pursue a formal appeal, you can direct them to those channels. This helps maintain appropriate boundaries while ensuring students have a clear path forward.

Find the right words (& don’t respond in haste)

End-of-semester requests can be emotionally taxing, especially when students are stressed and persistent. It’s okay to be compassionate, and it’s also okay to say no. It is also OK to take a few beats to check your own stress level and ensure that you reply in a professional manner.

Sometimes the hardest part is just finding the right words. Here are a few you can adapt:

• “I understand you’re concerned about your final grade, and I know it is frustrating to not be where you hoped. I’ve reviewed the gradebook, and your grade reflects the points earned according to the syllabus. I’m happy to correct any calculation error if you see one, but I’m not able to adjust grades outside of those criteria.”
• “In the interests of transparency and fairness to all students, I apply the same grading policies consistently across the entire class.”

Clear policies, applied consistently, are one of the most equitable tools you have. They support your students, protect your time, and preserve the integrity of your course.

You’ve already done the hard work all semester. You don’t have to second-guess it now.

~Aggie