Fourteen criteria used to evaluate criterion referenced tests were assigned two sets of weights reflecting the characteristics of tests designed as a classroom resource or for program evaluation. Twenty eight currently available criterion referenced tests were rated against the criteria using each set of weights. A comparison of the scores obtained with each weighting system yielded significant differences. The findings of this study support the view that the same criteria cannot be used for all purposes and that therefore, a criterion referenced test must be developed, validated, and evaluated in terms of the purpose for which it is intended. (Author/BW)