Basically, two different forms of the sociometric technique for assessing children's peer status exist: peer-nomination and peer-rating. Although more popular, the peer-nomination technique has several psychometric deficiencies; these limit research efforts attempting to identify correlations between peer sociometric status and other social variables. The peer-rating technique has not been widely adopted despite its superior psychometric properties. To develop a reliable sociometric instrument, a peer-rating test using a 5-point Likert-type scale was administered to 144 children in seven fourth- and fifth-grade classrooms. Students' names were presented in a random order on two forms of the test. One form centered on the context of work; the other centered on play. Retest data were collected from 6 to 9 weeks later. Using data combined from work and play forms of the measurement instrument, test-retest reliability coefficients (stability coefficients) were calculated for both-sexes, same-sex, and opposite-sex ratings of sociometric status. Comparisons were also made between opposite- and same-sex peer ratings and between work and play ratings. Results suggested that peer-rating forms of sociometric tests are reliable and psychometrically acceptable methods for measuring peer sociometric status. (The work form of the peer-rating scale is appended.) (RH)