The assessing teachers were apparently not clear enough about the nature of evaluative reasoning or the basic notions of criteria, evidence, reasons, and well-supported judgment to notice the discrepancy.
The result was, by the way, that a flagrantly mis-graded student essay was showcased nationally (in ASCD's Developing Minds), systematically misleading the 150,000 or so teachers who read the publication.
Question: Could this possibly be a rare mistake, not representative of teacher knowledge?