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Tolerance Development Level Assessment Test

Understand how a teen responds to differences in people and beliefs in about 9 minutes. 45 items deliver clear insights to guide empathy-building and reduce bias at school.
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Questions: 459 minutes
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08:30
October 2, 2025
October 2, 2025
Material has been updated
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How the Scales are Structured
example score
29/90
Tolerance–Intolerance Scale (TS)
Measures how strongly a student tends to accept versus reject differences in other people.
Intolerant
Neutral to mixed
Tolerant
-90 – -45: Intolerant | -44 – 44: Neutral to mixed | 45 – 90: Tolerant
A score of 29 falls in the Neutral to mixed range, suggesting generally non-rejecting attitudes with some variability in openness depending on the type of difference.
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DATA-BASED USER COHORTS
Who Usually Takes This Test?
Students in diverse schools
46%OF USERS
Teenagers take it to understand how they react to classmates with different backgrounds, beliefs, or lifestyles.
School counselors and psychologists
33%OF USERS
They use it to identify bias risks, track social-emotional growth, and plan support or group work for students.
Youth program participants
21%OF USERS
Teens in clubs, camps, or community programs complete it to build empathy and reduce conflicts in mixed groups.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
RESULTS YOU CAN ACTUALLY USE
What You’ll See After You Finish the Test
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Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.
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Used in 52+ countries
Benchmarking
See How You Compare
Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.
Tolerance/Intolerance Scale (TS)
Average
-16.1
Normal range
-38.6 — 6.4
min.
-90
max.
90
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
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CLEAR ANSWERS TO COMMON QUESTIONS
Frequently Asked Questions

Any questions left?

What does this questionnaire measure?
It measures attitudes toward people who differ in appearance, lifestyle, beliefs, values, or social status. It indicates the degree of acceptance versus misunderstanding in diverse social situations.
Who is this questionnaire intended for?
It is intended for adolescents in school or youth-support settings. It can also be used in social work contexts focused on peer relations and inclusion.
How long does it take, and how many items are included?
Completion takes about 9 minutes. The questionnaire includes 45 statements.
How should responses be selected?
Each statement should be rated based on typical feelings and reactions, not on what seems socially desirable. Responses should reflect usual behavior across situations, not a single event.
How are results used?
Results help identify areas for support such as empathy development, bias reduction, or strengthening acceptance skills. They are intended for screening and guidance, not for diagnosis or labeling.
WHAT THE TEST MEASURES
About This Assessment
Assessment of Tolerance Development Level Test

Tolerance Development Level Assessment Test

ethnopsychologytolerance

This self-report measure is designed to evaluate attitudes toward human diversity in adolescents and to identify areas of openness versus discomfort with differences. The Tolerance Development Level Assessment presents respondents with statements about reactions to people who may differ by appearance, lifestyle, beliefs, values, or social background.

The instrument includes 45 items and typically takes about 9 minutes to complete. Developed by G. W. Allport, it is commonly used in school-based and community settings to support screening, needs identification, and discussion of attitudes related to bias, empathy, and acceptance.

Scores from the Tolerance Development Level Assessment are intended to inform understanding of the respondent’s current level of tolerance-related attitudes and to guide supportive interventions when indicated; results should be interpreted in context and alongside other relevant information.

Author: G. W. Allport
Literature: Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 2011.
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