MAILING LISTS

Hi all,

I knew it was likely but didn't expect it to happen on the very first
RAT: the answers on one of the questions were in the wrong order so
the correct answer according to the IF-AT sheet was actually wrong. I
noticed the high percentage of wrong answers on the individual RAT and
then not a single team got it correct. Rather than tell the students
that there was a mistake on the test right away, I decided to wait
until the next class meeting and see what appeals I get. I know that
this is the sort of thing that can be easily corrected by way of
appeals but I think that a) some teams really don't understand the
appeals process, even though I went over it in class and gave them a
handout that walked through what they need to do, and b) some people
seemed to think that THEY must have misunderstood the concept, rather
than thinking that there might be a problem with the test.

I do want to tell them that the test was wrong so no one goes on
thinking they don't understand the concept when they do but does
anyone have any advice about what to say to the students? I fully
expect at least some students will NOT submit appeals but then
complain that because it was MY mistake, I should change everyone's
scores. On the one hand, I feel guilty because normally, with a
regular exam where I messed up like this, I WOULD just change
everyone's scores. On the other hand, it seems like a perfect lesson
for the students about thinking for themselves and using the appeals
process. Any suggestions how to handle this?

thanks,
Jennifer