This study examined the contribution of five categories of variables to the standard-setting recommendations of a representative sample of 241 judges recommending standards for the General Knowledge and Communication Skills Tests of the National Teacher Examinations (NTE) for the state of North Carolina. It was based on the assumption that questions which addressed the contributions of concomitant variables may have important methodological and theoretical implications for understanding standard-setting practices. Five categories of concomitant variables included: (1) judges' background; (2) judges' attitudes; (3) judges' confidence in their recommended standards; (4) judges' understanding of information and procedures of standard-setting; and (5) the extent to which judges perceived they utilized directions and information. Standards were computed by summing individual item-probability judgments. Analysis of responses to an administered questionnaire indicated that participants generally agreed with the need to validate and set standards for the NTE. A majority of participants felt confident about their judgments, and they made use of information intended to help them in making recommendations, when such information was available. Results were generally consistent with predictions based on theory: judges who support neither standard setting objectives nor the specific use of the NTE might recommend more lenient standards. It was concluded that relationships between most characteristics of judges and their recommended test standards were modest. (PN)