This report investigates whether the time between scoring sessions has an influence on operational and nonoperational scoring accuracy. The study evaluates raters' scoring accuracy on constructed-response essay responses for the "GRE"® General Test. Binomial linear mixed-effect models are presented that evaluate how the effect of various predictors, such as time spent scoring each response, days in a scoring gap, and number of consecutive days of scoring, relate to scoring accuracy. Results suggest that for operational scoring, the number of days in a scoring gap has a negative influence on performance. The findings, as well as other results from the models, are discussed in the context of cognitive influences on knowledge and skill retention.