ABSTRACT
Teacher Judgment (TJ) is one of the most common ways of estimating academic achievement (Eaves et al. 1994). It can assist both in instructional decision making (Coladarci 1992; Hoge 1983; Hoge and Coladarci 1989) and in the identification of students at risk of academic failure (Gresham et al. 1987; Kenny and Chekaluk 1993; Patton 1976; Sharpley and Edgar 1986; Shinn et al. 1987). Other researchers view TJ with considerably more scepticism, however (Coladarci 1992; Shinn et al. 1987).
