This paper compares the decision-making strategies which have been incorporated in the Teacher Performance Assessment Instruments in Georgia and the Assessments of Performance in Teaching developed for use in South Carolina. Although both instruments are designed for use with beginning teachers, the decision-making structure of these two instruments is quite different. To a great extent these differences reflect practical concerns in the way that the assessment process is administered in the two states. Yet, the differences also reflect different assumptions about the possible uses of the assessment data for staff development. The writer highlights the rationale for the decision-making procedures in view of the purpose and practicalities of the two situations. (Author)