More attention is currently being paid to the distractors of a multiple-choice test item (Thissen, Steinberg, and Fitzpatrick, 1989). A systematic relationship exists between the keyed response and distractors in multiple-choice items (Levine and Drasgow, 1983). New scoring methods have been introduced, computer programs developed, and research conducted to estimate and evaluate the potential for useful information present in distractors. This study determines the efficacy of three linear polytomous scoring methods in the context of testing programs where pass/fail decisions are made. Recommendations are offered about which methods appear to be most effective and feasible. Additionally, future directions in research on polytomous scoring are suggested. Four tables and one figure are included. (Contains 17 references.) (Author)