Small language models can grade open-ended examination answers as reliably as substantially more expensive models when they grade against an explicit rubric. We test this claim as the design principle behind any-to-bench: a frontier model reads source documents once, at ingestion, to extract each question and its rubric; lower-cost models then perform all repeated grading work. We evaluate six cost-efficient model configurations from two model families at three reasoning-effort levels. Each configuration answers 24 open-ended examination questions, and each also grades every answer sheet three times, yielding 3,456 per-question grades. Scores depend overwhelmingly on the answer being graded: answer identity explains 95.6% of score variance, whereas judge identity explains only 0.2%. Raising a writer's reasoning effort moves earned scores by as much as 0.143 of full marks, while raising a judge's reasoning effort moves assigned scores by at most 0.006. Six frontier-tier judges, added as a check, reproduce these scores and are no more reliable as a panel. Two ablations then decompose the rubric on the same questions and answers. Removing its criteria and levels while keeping the official answer changes nothing measurable. Removing the official answer as well collapses reliability (ICC 0.888 to 0.628), inflates scores, and makes judge reasoning effort matter again. The rubric is what decouples grading from judge intelligence, and within the rubric the official answer does nearly all the work. We find no evidence of length preference or same-family preference under rubric-anchored grading.
AI-native course assessments in senior computer science courses and related fields should grade students by \emph{AI-resilient skill}: the ability to achieve outcomes beyond a strong AI baseline. Such assessments should allow students to use AI freely, while reducing the extent to which greater private AI budget or more intensive AI use, by itself, becomes a grading advantage. This paper proposes a minimal formal framework for this goal. The framework specifies a real task, an executable evaluator, a declared AI-native Pareto frontier, and a grading rule based on Pareto surplus. The central claim is simple: Pareto surplus provides a measurable, protocol-relative certificate that a submitted artifact achieves a tradeoff not already supplied by the declared AI baseline, and grading by this surplus is AI-resilient with respect to that baseline. Interpreting surplus as evidence of student skill requires the surrounding assessment protocol--for example, design reports, ablations, prompt traces, oral checks, or reproducibility explanations--but the grading certificate itself is behavioral and executable. The framework is then extended to practical complications, including self-improving AI loops, budget neutrality, server-mediated feedback, and prompt-based red teaming. As a concrete instantiation, we describe an AI-resilient approximate-membership assignment centered on Bloom filters for COMP 480/580 at Rice University, designed to test whether students can improve beyond AI-generated implementations.