Today's educational system is criticized for neglecting the affective components of education. This evaluation attempts to simplify the task of selecting and incorporating these affective components into an existing system of goals. The best selection of affective goals is one that is inclusive, objective and flexible. The sources used in collecting the goals for evaluation were existing personality tests and major psychological theories of personality. The evaluation was not, however, directed to individual tests; the intention was criticism of the entire field of non-projective personality measure which seemed to fulfill the selection criteria. The test evaluation procedure, employing four criteria--construct and content validity, examinee appropriateness, administrative usability, and normal technical excellence--found that there are areas which are inadequately covered by the tests now used. Many tests received poor ratings on validity and reliability. A lack of multi-trait, multi-method investigations is suggested as the cause of these deficiencies. Recommendations are offered for improving the validity and reliability of these measures. This is the first of four papers comprising the symposium; the remainder are reviewed in TM 000 135 - 000 137. (PR)