Most experts in the testing community have presumed that the $350 million promised by the U.S. Department of Education to support common assessments would promote those that made greater use of open-ended items capable of measuring higher-order critical-thinking skills. But as measurement experts consider the multitude of possibilities for an assessment system based more heavily on such questions, they also are beginning to reflect on practical obstacles to putting such a system into place. The issues on the table include the added expense of those items, as well as questions about who should be charged with the task of scoring them, and whether they will prove reliable enough for high-stakes decisions. Also being confronted are matters of governance--the quandary of which entities would actually "own" any new assessments created in common by states and whether working in state consortia would generate savings. In this article, the author discusses the practical challenges connected with open-ended test items.