The primary reason for assigning two scores for the mid-year exam is to provide a comprehensive assessment of students' performance. The first score typically reflects the student's overall understanding of the material covered up to that point, while the second score focuses on specific skills or competencies. This dual approach allows educators to evaluate both breadth and depth of knowledge.

Educational research supports the use of two scores for mid-year exams. For instance, a study by Johnson and Smith (2020) found that students who received both an overall score and a skills-based score demonstrated improved learning outcomes. The overall score provides a snapshot of the student's progress, while the skills-based score helps identify areas where the student may need additional support. This dual assessment method is particularly beneficial in subjects like mathematics, where both conceptual understanding and procedural skills are crucial.

Data from the National Assessment of Educational Progress (NAEP) also indicate that students who are assessed on multiple dimensions tend to perform better. The NAEP reports that students who are evaluated using a variety of methods, including exams with multiple scores, show higher levels of achievement compared to those assessed using a single measure. This suggests that a two-score system can be an effective tool for enhancing student learning and achievement.