Abstract
Advantages of a discrete system of scoring for certain types of tests are discussed on the basis of data from Ph.D. qualifying examinations. A criterion is suggested for the partial-credit level above which an answer is scored as ‘correct’ under the discrete system. Results from the discrete and the continuous (conventional) grading procedures are compared. It is suggested that the discrete scoring method may provide additional meaningful data for the evaluation of student performance on certain types of examinations.
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