Abstract
[...]many institutions have turned to rubric-scoring of authentic student work. Calibration sessions that give readers training can be helpful, at least in promoting greater reliability, but may not help in establishing validity (e.g., everyone agrees what a "proficient" response looks like for scoring purposes, but is a student who wrote it really and truly proficient7.). [...]it is often difficult to determine whether a student is unable to show mastery of an outcome or whether an assignment just didn't do enough to prompt the student to show that mastery.