End of term can feel overwhelming! Grades are posted, feedback rolls in, and questions often follow. If you expected an A and got a B+, or if feedback feels unclear, you’re not alone. Many students have questions at this stage, and it’s normal to feel stressed or uncertain. Sometimes, after reviewing feedback and trying informal resolution, there simply aren’t grounds under Policy 70 to file a grievance or petition. That can feel frustrating—but it’s part of understanding how fairness works.
The good news? There are clear steps you can take to review your grade and approach concerns constructively.
Start with Understanding
Before raising concerns, pause and review what was expected and how your work was assessed. This step can save time and help you approach conversations with clarity.
Where to Find Course Requirements
- Course Outline: Your roadmap for the term. It should outline grading criteria, assignment expectations, and how marks are calculated.
- Rubrics: These show what “excellent,” “good,” or “needs improvement” looks like for each component of an assignment or exam.
- Assignment Instructions: Revisit the original instructions, such as details about formatting, sources, or structure can affect grading.
- Department or Faculty Guidelines: Some programs have standard expectations for writing, lab work, or participation that influence grading.
Ask yourself:
- Did I follow the instructions and rubric closely?
- Were there any requirements I overlooked (e.g., citation style, word count, deadlines)?
Digging Into Feedback
Feedback is more than a score; it’s insight into your learning. Look for:
- Patterns: Are similar comments appearing across assignments? This can highlight areas for improvement.
- Specific Examples: Comments like “unclear argument” or “missing evidence” point to concrete skills you can strengthen.
- Alignment with Rubric and Instructions: Does the feedback match the criteria outlined? If not, that’s worth clarifying with your instructor.
If feedback feels vague, you can ask:
- “Could you give an example of what a stronger response would look like?”
- “What resources would you recommend to improve in this area?”
Approach Conversations Respectfully
It’s common to feel nervous about reaching out to an instructor — especially if you’re worried they’ll think you’re just asking for extra marks. The key is to keep the focus on understanding and learning, not “bumping a grade.”
Tips for a Respectful Approach
- Start with curiosity: Frame your questions around understanding, not challenging.
Example: “Could you help me understand how my work was evaluated?” - Avoid assumptions: Instead of saying “I think this is wrong,” try “I want to make sure I understand the feedback correctly.”
- Focus on growth: Ask what you can do better next time.
Example: “What would strengthen my argument in future assignments?”
Most instructors appreciate when students seek feedback to improve, not when they request extra marks without a clear reason.
For more tips on how to approach concerns constructively, visit Navigating Concerns.
Informal Resolution Options
Many issues can be resolved informally through dialogue. If you’re unsure how to start, check your course outline or department guidelines. Some instructors prefer email, others office hours. If direct communication feels difficult, consider asking an academic advisor for guidance on how to frame your concerns.
Grade Challenges Under Policy 70
If you believe there’s been an error or unfairness in grading, you may have the option to pursue a grade challenge. At Waterloo, this process is governed by Policy 70 and includes three main options:
1. Reassessment
A formal request to have your work graded again. This is used when you believe the original grading didn’t follow the stated criteria or was inconsistent. For example, if a rubric was applied incorrectly or parts of your work were overlooked.
2. Grievance
A grievance is about process, not marks. It applies when you believe a university policy or procedure wasn’t followed correctly and that this affected your grade. For example, if deadlines or accommodations were handled improperly.
3. Petition
A petition asks for an exception to a rule or policy because of extenuating circumstances, such as illness or an emergency, impacted your ability to meet requirements. Petitions don’t challenge the grading itself; they request flexibility in applying the rules.
Each process has specific timelines and documentation requirements, so review Policy 70 carefully before starting. For detailed guidance on petitions and grievances, visit our resource page Petitions and Grievances.
When the Outcome Isn’t What You Hoped For
Sometimes, after reviewing feedback and even speaking with your instructor, the grade doesn’t change and that can be hard to accept. It’s natural to feel disappointed, especially when you worked hard and expected a different result.
Here’s an important perspective: fairness doesn’t rely on agreement. A decision can be fair even if you disagree with the outcome. Fairness means the process was clear, consistent, and respectful—not that every student gets the grade they hoped for.
Ask yourself:
- Were the expectations communicated clearly?
- Was the grading process applied consistently?
- Did you have an opportunity to ask questions and understand the decision?
If the answer is yes, then the process was likely fair even if the result feels frustrating. Accepting this can be difficult, but it’s part of learning and growth. Use the feedback as a guide for improvement, and remember: one grade does not define your ability or your future success.
Final Thought
Grades can feel high-stakes, especially when they don’t reflect the effort you put in. Maybe you worked hard on a project and expected an A, but got a B+. Or perhaps feedback feels vague and leaves you wondering what went wrong. These situations are frustrating, but they’re also common and they don’t define your potential.
If something doesn’t seem right, you have options. Start by understanding the feedback and expectations, then approach conversations with curiosity and respect. Most concerns can be resolved informally, and when they can’t, Policy 70 provides clear processes for petitions, grievances, and reassessments.
You don’t have to navigate this alone. The Ombuds Office is here as a neutral, confidential resource to help you explore your options, understand policies, and figure out next steps. Whether you need clarity, reassurance, or just someone to talk things through, we’re here for you.