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fair to assume you're only interested in assessments that can be automated? Just reading in between the lines of the examples. I have some thoughts but just want to make sure they are relevant!
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This is thought provoking- thanks for writing it up Andy! Do you think that creative tasks have clear standards? If so, that might hint as to what mastery looks like. If not, can we ever truly master them?
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Sometimes! For instance, CCSS.MP3 asks students to create viable arguments. But some of these tasks are more about taking an existing standard (knowledge of triangle properties) and using it with more depth, e.g. in an unfamiliar context. What do you think?