The Context and Future of Judgment-Based Assessment

Alan Hayes*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalTopics in Early Childhood Special Education
Issue number3
Publication statusPublished - 1990
Externally publishedYes


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