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This paper develops a framework for the design of scoring rules to optimally incentivize an agent to exert a multi-dimensional effort. This framework is a generalization to strategic agents of the classical knapsack problem (cf. Briest, Krysta, and Vocking, 2005; Singer, 2010) and it is foundational to applying algorithmic mechanism design to the classroom. The paper identifies two simple families of scoring rules that guarantee constant approximations to the optimal scoring rule. The truncated separate scoring rule is the sum of single dimensional scoring rules that is truncated to the bounded range of feasible scores. The threshold scoring rule gives the maximum score if reports exceed a threshold and zero otherwise. Approximate optimality of one or the other of these rules is similar to the bundling or selling separately result of Babaioff, Immorlica, Lucier, and Weinberg (2014). Finally, we show that the approximate optimality of the best of those two simple scoring rules is robust when the agent’s choice of effort is made sequentially. 

This paper studies grading algorithms for randomized exams. In a randomized exam, each student is asked a small number of random questions from a large question bank. The predominant grading rule is simple averaging, i.e., calculating grades by averaging scores on the questions each student is asked, which is fair ex-ante, over the randomized questions, but not fair ex-post, on the realized questions. The fair grading problem is to estimate the average grade of each student on the full question bank. The maximum-likelihood estimator for the Bradley-Terry-Luce model on the bipartite student-question graph is shown to be consistent with high probability when the number of questions asked to each student is at least the cubed-logarithm of the number of students. In an empirical study on exam data and in simulations, our algorithm based on the maximum-likelihood estimator significantly outperforms simple averaging in prediction accuracy and ex-post fairness even with a small class and exam size.