I. testability - Can the theory or aspects of it be objectively verified? Are constructs and claims measurable? Are the claims specific enough to make a prediction (e.g., If A, then B)?
II. external validity - Is there a correspondence between the theory and what is real? Is it accurate, especially with regard to its explanation?
III. predictive validity - Does the theory generate new questions and data? Is it fruitful?
IV. internal consistency - Is the theory non-self-contradictory? Are the parts (assumptions, internal principles, bridge principles, and change mechanisms) logically related?
V. theoretical economy - How efficient (simple and parsimonious) is the theory? Does another theory make fewer assumptions or explain more phenomena?
CRITERIA FOR DEVELOPMENTAL ADEQUACY
I. temporality - Does change occur over time?
II. cumulativity - Does development result in the addition of new features to the organism? Does the change involve some degree or permanence?
III. directionality - Are developmental changes progressive, relatively durable, and irreversible?
IV. new mode of organization - Does development result in the emergence of new phenomena or new properties? Does development involve radical transformations or reorganization or bit-by-bit improvements linked together on a linear path?
V.
increased capacity for self-control - Does development
result in a decreased reliance on the environment and increased self-regulation?
CRITERIA FOR PEDAGOGICAL USEFULNESS
II. versatility - Can the theory be used for many aspects related to development (e.g., teaching, child rearing, guidance, etc.)?
III. availability - How available is the theory for public consumption and use?
IV. guidance - How well does the theory lend itself as a source of guidance or advice?