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