The document defines 16 criteria for evaluating tests: administrability, utility, relevance, validity, reliability, scorability, variability, objectivity, discrimination, difficulty, specificity, balance, efficiency, clarity, fairness, and comprehensiveness. Each criterion is defined in a single sentence as relating to some aspect of effectively designing, administering, scoring or interpreting the results of a test.

1. It is the ease and accuracy with
which the test can be given,
answered and scored. Directions
are clear and items do not have
confusing parts causing students
to ask questions.

2. It is the ease and accuracy with
which the test can be given,
answered and scored. Directions
are clear and items do not have
confusing parts causing students
to ask questions.
ADMINISTRABILITY

3. It is the usefulness of the test to
the purpose of testing.

4. It is the usefulness of the test to
the purpose of testing.
UTILITY

5. It is the appropriateness of the
test content and objective to the
intellectual level, vocabulary level,
reading ability, background
knowledge, norms and customs or
practices of the examinees.

6. It is the appropriateness of the
test content and objective to the
intellectual level, vocabulary level,
reading ability, background
knowledge, norms and customs or
practices of the examinees.
RELEVANCE

7. Test measures adequately the
behavioral objectives it intends to
measure.

8. Test measures adequately the
behavioral objectives it intends to
measure.
VALIDITY

9. The degree of stability and
consistency of the test in its
result anytime it is administered.

10. The degree of stability and
consistency of the test in its
result anytime it is administered.
RELIABILITY

11. It refers to the ease of scoring
the answers.

12. It refers to the ease of scoring
the answers.
SCORABILITY

13. It shows scores as it contains
items that can be answered by
bright students and items that
can be answered by low
achievers.

14. It shows scores as it contains
items that can be answered by
bright students and items that
can be answered by low
achievers.
VARIABILITY

15. It is the provision of clear and
concise questions that call for
specific and definite answer to
eliminate personal judgment in
scoring.

16. It is the provision of clear and
concise questions that call for
specific and definite answer to
eliminate personal judgment in
scoring.
OBJECTIVITY

17. It must show the difference in
performance between the bright
and low achievers.

18. It must show the difference in
performance between the bright
and low achievers.
DISCRIMINATION

19. It must provide equally hard or
easy questions and consider the
low, average and bright students.

20. It must provide equally hard or
easy questions and consider the
low, average and bright students.
DIFFICULTY

21. It asks only questions that
specifically test knowledge and
understanding of the content and
objectives of the lesson.

22. It asks only questions that
specifically test knowledge and
understanding of the content and
objectives of the lesson.
SPECIFICITY

23. It is the achievement of what the
table of specifications dictates
in terms of both content
representatives and cognitive
abilities.

24. It is the achievement of what the
table of specifications dictates
in terms of both content
representatives and cognitive
abilities.
BALANCE

25. It provides maximum
information about achievement
within the time allotted.

26. It provides maximum
information about achievement
within the time allotted.
EFFICIENCY

27. It provides easily understood
items.

28. It provides easily understood
items.
CLARITY