This survey investigated: (1) the extent that psychometric criteria are used in test selection; (2) the weight given to different types of psychometric information relative to other qualities of the test; and (3) possible reasons for differences among districts. Directors of testing offices, including members of the National Association of Test Directors, from 200 school districts were asked to rate 13 areas considered to be evaluative criteria in test selection. Component items within each global area were also rated. Eighty-one districts responded. Analysis showed that importance was attached to test validity, test reliability, and norming/standardization. Test administration was the only non-psychometric criterion ranked as high as any psychometric criterion. In general, it was found that school districts tended to place heaviest emphasis on psychometric criteria in evaluating tests, though certain non-psychometric criteria involving directions given to students and examiners were also weighted highly. The relative importance of psychometric and non-psychometric criteria in test selection did not appear to vary with district size or other characteristics, although the level of importance assigned to either type of criteria appeared to correlate with the level of importance assigned to the other. (MDE)