Before teacher evaluation forms can have any significance for educational research their validity and reliability must be established. This study concerns itself with defining the suitability of the criteria-establishing items that may be contained on teacher evaluations. The areas of inquiry are: the rater (evaluator) difficulty level of each item; the extent to which each rater discriminates between good and poor items; and the establishment of internal and external consistency in rating. A sampling of five administrators from a public school system in Louisiana brought variable results regarding the consistency levels in these areas. The results are included in statistical form in the appendixes to the report. (LH)