A study was conducted to provide information for setting two separate standards, the accuracy score and the documentation score, for the Praxis III: Classroom Performance Assessment (Praxis III). Praxis III is intended for making instructional and licensing decisions about beginning teachers. This standard-setting study was a person-judgment study. Test-takers were actual assessor trainees who had taken the Praxis III Assessor Proficiency Test. The judges were five developers of the Praxis III assessment. A test developer who did not serve as a judge selected 15 record of evidence forms completed by assessor trainees as examples of the test-takers' performance to be judged. Although five judges rated the examples, only four were able to meet to discuss the tests and arrive at consensus. Judgments before discussion showed many disagreements among judges. More than 2 hours of discussion were required to reach agreement on 12 test-takers, and consensus was reached by only 3 judges on the remaining 3. Results indicate that under some conditions, there can be great value in trying to get judges to reach consensus. (Contains one table and one figure.) (SLD)