Bloom’s jam issues are, as he indicates, rooted in the multitude of ingredients available—the many focuses for grading criteria. Ultimately, the grader wants to send home something reflective of the work’s objective completeness, or as close to objective as Bloom’s “disparate components” can manage. By following those critical focuses, applying them in equal portions, an objective grade can be arguable reached, but what use is objectivity in an art form that, at times, relies on subjective interpretation (if not directly on the paper, at least in opinion formation). Blooms concern about broccoli and baloney finding the jam encapsulate this dilemma: how much is too much? The red pen needs sleep too.
The solution is to send each student home with their own kind of jam. Every paper has its strengths and weaknesses, and those majorly affected ingredients should be the focus of grading criteria: praise for plump blueberries but reprimand for buying the brown sugar instead of refined white. Addressing the whole list of malfeasant ingredients isn’t practical or constructive, as the line between constructive criticism and “you’re terrible at this” to a student can be as slight as relentless semi-colon correction.