A study was designed to generate a description of 5 elementary school teachers' judgment processes during marking (of 152 students) across a school year. The findings support a model of the marking judgment constructed from the strategies and cues that emerged through analysis of marks, record books, and interviews. The model presents a three-phase process that was guided by procedural and contingency rules. Findings indicate that task completion is the primary focus of the judgment, with the criterion of completion having a variable weight. The marking judgment is bounded by the classroom, a conclusion which suggests that many past marking studies have made assumptions about marks that are inappropriate to the teacher judgment process. The study found that formative marks serve as a feedback mechanism but that summative and final marks do not. Although specific conclusions are tentative because of the small sample size, the model is useful as a heuristic to generate further discussion, deliberation, and research hypotheses. Tables displaying report data are included as is an appendix listing teacher attribution-utility categories. (Author/JMK)