The aim of the present study is to develop an instrument that measures emotional competence in adolescents and children (TEK-J 2.0). The Test zur Erfassung Emotionaler Kompetenz bei Jugendlichen (TEK-J von Freudenthaler, Neubauer und Becker, 2004) served as a Model for the construction of the TEK-J 2.0. Analogous to its Model, the TEK-J 2.0 is a scenario based typical performance test. The test consists of 30 descriptions of emotional situations, with each containing four possible answers. The test is divided by two subscales: the intra- and the interpersonal emotional competence. In this paper, the development process and the criterion based validation are described. The test development was split up into seven phases. First, interviews with people employed in the social or service field were conducted. With the information from the interviews, 46 emotional situations were generated and given to 68 pupils (7th and 8th grade), who had to write down how they would react in the situations. The answers were condensed to four answers for each situation. With the resulting questionnaire, cognitive surveys with six pupils between the ages of 11 and 13 were performed. 10 experts then had to rate how emotionally-competent the answers were. In the main testing, 464 pupils filled out the TEK-J 2.0 together with several other questionnaires to evaluate the test criteria of the TEK-J 2.0. The reliability and the convergent and discriminant validity of the test were satisfying. The exploratory factor analysis showed the expected two-factor-structure. The validation of the TEK-J 2.0 and its subscales showed satisfying results. Both, the reliability and validity were higher for the TEK-J 2.0 than the TEK-J. A valid and useful measure of emotional competence in adolescents and children was developed within this study and its test criteria show better results than the prototype.