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I too have done this uncomfortable thing.....wrong IF-AT key in my case

It was so obvious....that I had to own up in real time

I suggested to the students that we throw out the team score....but ask them
what they wanted....they overwhelming picked throwing out that team test
score


Maybe you could give them the team test at the next class meeting.....for
learning's purposes and not marks????


jim


> From: Jennifer Imazeki <[log in to unmask]>
> Reply-To: Jennifer Imazeki <[log in to unmask]>
> Date: Wed, 08 Sep 2010 08:36:50 -0700
> To: "[log in to unmask]" <[log in to unmask]>
> Subject: mistakes and appeals
> 
> 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