I agree with Michael about delaying the appeal to avoid bickering. However, if the team's case for "confusing wording" is sound, then I would certainly grant the appeal. After all, that would be a matter of test fairness. Providing that the team is not simply "scrounging" for marks, more often than not I allow such appeals on the principle that clear, unambiguous test language is a tough target to hit -- even for experienced test writers. Regards, Brent MacLaine Brent MacLaine, Ph.D. Professor and Chair Department of English University of Prince Edward Island 550 University Avenue Charlottetown PE Canada C1A 4P3 Office: 902-566-0955 Fax: 902-566-0363 >>> "Jacobson, Trudi E" <[log in to unmask]> 03/11/2010 2:13 PM >>> I wonder if I can get the benefit of your advice about appeals. I don't have them very often, but did today. The team's reason for appealing had no merit (and was based on confusing wording, rather than factual error, so there is no evidence the students went back to the readings to follow up). My inclination in a case like this is not to award any points just for appealing, but I do know that others think a bit of credit is due for undertaking the appeal. I would be most interested in knowing how others think. Is there a benefit to awarding a few points? Thank you! Trudi Trudi E. Jacobson Head of User Education Programs University Libraries University at Albany, SUNY 1400 Washington Avenue Albany, NY 12222 Phone 518/442-3581 Fax 518/442-3088 E-mail [log in to unmask] <mailto:[log in to unmask]> Editor of Public Services Quarterly