Comparison was made of the results of three analyses of teacher judgments concerning the selection of curriculum materials for the teaching of writing in elementary school. Twenty-five male and female fourth and fifth grade teachers, with teaching experience ranging from 4 to 33 years, responded to questions on their judgments of the value of language arts activities (described by short statements of purpose and a listing of the steps involved in planning and conducting the activity). The intent of the study was to determine the validity of three types of research used in exploring the judgment process: (1) policy capturing analysis; (2) process tracing analysis; and (3) analysis of teachers' self-reports of their judgment processes. Among conclusions reached were the following: (1) Teachers as judges may have better insight into their own decision processes than researchers usually give them credit for. Closer attention should be paid to differences in language and level of detail offered by the various methods and to what kind of data is used to evaluate the validity of verbal reports. (2) Better models of the tasks in which judgment is being examined should be developed. (3) More should be known about how experience influences judgment. (4) Multi-method approaches will probably provide more accurate results. (JD)