The challenge of "educational" assessments--assessments that advance the purposes of learning and instruction--is to provide useful information regarding students' progress towards the goals of instruction in ways that are reliable and not idiosyncratic. In this commentary, the author indicates that the challenges are actually more serious than what the original article puts forth, and discusses ways to overcome them. The examples the author uses to demonstrate his arguments are mathematical, but the points are general. [This article is a commentary on Jo-Anne Baird, et al.'s "Assessment and Learning: Fields Apart" (EJ1149539).]