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The Context and Future of Judgment-Based Assessment

The University of Queensland

This paper places the present focus on judgment-based assessment (JBA) in early childhood special education in theoretical context and explores some of the directions that future research and practice might take. Three directions are emphasized: (a) the need to widen the content of JBA to include not only judgments of abilities but also emotional characteristics and developmental processes; (b) the value of moving beyond adult perceptions to include judgments by other informants, such as peers and, most importantly, persons with disabilities; and (c) the possibilities for developing new methods for eliciting judgments, such as response to videotaped segments of the child's behavior and content analyses of spontaneous vocalizations collected longitudinally.

Topics in Early Childhood Special Education, Vol. 10, No. 3, 1-12 (1990)
DOI: 10.1177/027112149001000302


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