Social Judgment Theory and Cognitive Feedback: A General Model for Analyzing Educational Policies and Decisions

Applications of social judgment theory (SJT) are discussed with respect to policy formation and decisionmaking in educational contexts. SJT serves to externalize, quantitatively and graphically, policymakers’ covert judgment processes through the provision of cognitive process feedback. This can give policymakers a clearer understanding of the processes directing their judgments and thus helps to illuminate sources of conflict over policy parameters and outcomes. SJT procedures function equally well for policy analysis at the “micro” level (e.g., within a classroom) and at the “macro” level (e.g., within schools or regions). Interactive computer technology is described, which can execute social judgment analyses, provide cognitive feedback to the policymaker on selected policy parameters, compare the policies of several policymakers, and incorporate desired policy revisions.