My exams are a combination of Multiple-Choice, True/False, Completion, and Short Answer types. I consider these types of tests as most appropriate given the tecnical (computer)course I teach. After grading exams and showing the students the results, they normally do not debate the mistakes and errors they made on the Multiple-choice, True/False, and Completion sections. However, I have encountered a number of instances where a few students would contest the(incorrect)short answers that I have marked wrong, for consideration (ie. they clamor that their answer/s are correct as well, though they are just not the 'best answer/s'.) In all of these cases, I have given these students allowances by hearing their respective explanations and contentions. When I am honestly convinced that they have a point, I considered changing my position on my marking/s and therefore changed the grade appropriately. I recently encountered doubts to the effectiveness of this action. I question myself if this action is constructive and tends to bear healthy effects for both instructor and student, or rather the opposite (eg. detrimental effects)? Please note that my intention is to form the student's analytical and critical thinking in relation to measuring their progress in acquiring the required technical skill/s. Would giving the students a chance to redeem points after the fact of grading the exam, and allowing them liberty to a debate the instructor be recommendable? Thank you.