Tertiary Institutions Service Centre
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چکیده
Thus, for each student a composite unscaled mark is generated for each course taken. However, the cohort of students taking a particular course P may be academically more able than the cohort of students taking course Q. This means that a composite unscaled mark of, say, 60 in course P represents a higher level of attainment than the same mark in course Q. Since marks in different courses are added to form a Tertiary Entrance Aggregate (TEA), equity considerations require that the marks in courses P and Q should be scaled. This means that the marks in course P should be scaled up relative to the marks in course Q (or the marks in course Q scaled down.) Of course, the situation is more complex than just establishing the appropriate relativity of the marks in courses P and Q. In fact there are many courses that students can take and so it is the relativities of all courses which scaling needs to address.
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