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assertiveness

Communication Skills Questionnaire Test

Take the online Communication Skills Questionnaire Test - AI psychologist FreudlyYou can take Communication Skills Questionnaire Testhere. Online version of a simple and accurate psychological test with interpretation.en
Understand a teen’s communication confidence and assertiveness in just 5 minutes. Get clear, actionable insight to guide coaching, counseling, or school support quickly.
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Questions: 275 minutes
08:30
October 2, 2025
October 2, 2025
Material has been updated
October 2, 2025
Material has been published
31,357 views
3,187 completions
2,501 likes
Verified by Daniel Hall
Psychologist with 25 years of experience
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Scale Explorer

How the Scales are Structured

example score
78/100
Aggressive (A)
Measures the tendency to respond in communication with hostility, confrontational behavior, or overly forceful assertiveness.
Low
Moderate
High
0 – 33: Low | 34 – 66: Moderate | 67 – 100: High
A score of 78 falls in the High range, suggesting a stronger-than-average likelihood of confrontational or hostile reactions in communication, which can increase the chance of conflicts.
example score
26/100
Passive (P)
This scale measures the tendency to withdraw, avoid initiative, or stay inactive in communication situations.
Low passive reactions
Moderate passive reactions
High passive reactions
0 – 33: Low passive reactions | 34 – 66: Moderate passive reactions | 67 – 100: High passive reactions
A score of 26 falls in the Low passive reactions range, suggesting the respondent is generally more inclined to engage rather than avoid participation in communication.
example score
68/100
Appropriate Responses (AR)
Measures how often a person chooses socially appropriate, relationship-supporting responses in communication situations.
Needs development
Adequate
Well-developed
0 – 49: Needs development | 50 – 74: Adequate | 75 – 100: Well-developed
A score of 68 falls in the Adequate range, suggesting generally appropriate communicative reactions with some room to strengthen consistency in more challenging interactions.
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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Teens building confidence
41%OF USERS
High school students take it to see how confidently they speak up, handle disagreements, and make friends.
School psychologists and counselors
34%OF USERS
Specialists use it for quick screening and to plan targeted exercises for communication and social behavior.
Parents of shy teens
25%OF USERS
Parents use it to better understand a teen’s social difficulties and choose supportive ways to develop communication skills.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.
Aggressive (A)
Aggressive (A)
Average
70.8
Normal range
52.6 — 88.9
min.
0
max.
100
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Passive (P)
Passive (P)
Average
62.1
Normal range
49.4 — 74.8
min.
0
max.
100
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Correct responses (Cr)
Correct responses (Cr)
Average
59.3
Normal range
41 — 77.6
min.
0
max.
100
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
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SAMPLE QUESTIONS

Example Questions From the Test

You will be asked to answer several questions about how you act in various situations when interacting with other people. There are no “right” or “wrong” answers. Indicate how you actually behave in each situation by selecting the response that best reflects how you typically act in situations of this kind. For each item, choose one of five responses—the one that is most similar to how you would react in that situation when the “other person” is a peer or an adult (depending on the additional instructions provided). There is no time limit; however, please respond as quickly as possible.
    • Say, "No, not at all! I'm not like that."
    • Say, "Thank you, I really am an outstanding person."
    • Say, "Thank you."
    • Say nothing and blush.
    • Say, "Yes, I think I'm better than others."
    • Act as if it was not that outstanding and say, “Fine.”
    • Say, “That was great, but I have seen better results.”
    • Say nothing.
    • Say, “I can do much better.”
    • Say, “That really is outstanding!”
    • Say, "I'm upset that you kept me waiting so long."
    • Say, "I was wondering when you were going to arrive."
    • Say, "That was the last time I made myself wait for you."
    • Say nothing to the person.
    • Say, "You're worthless! How dare you be so late!"
These are 3 of the 27 real questions — the rest appear in the test. No sign-up needed to start.
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WHAT THE TEST MEASURES
About This Assessment
Communicative Skills Test-Questionnaire

Communication Skills Questionnaire Test - Symptoms and Signs

assertiveness
social competence

Communication is a learned behavioral repertoire that develops across adolescence and can be evaluated with brief self-report measures. The Communication Skills Questionnaire is designed to provide a rapid snapshot of perceived interpersonal communication functioning in common social contexts.

The instrument consists of 27 items and typically takes about 5 minutes to complete. Items are presented in questionnaire format and are intended to support screening and initial case formulation by highlighting relative strengths and potential areas for further assessment.

In clinical, counseling, and school-based settings, results from the Communication Skills Questionnaire may be used to structure discussion of communication patterns, guide goal setting, and inform targeted skills-focused intervention. The measure is attributed to Brian H. Spitzberg and William R. Cupach.

Author: Brian H. Spitzberg, William R. Cupach
Literature: Spitzberg, B. H., & Cupach, W. R. The dark side of relationship pursuit: From attraction to obsession and stalking. Lawrence Erlbaum Associates. 1998.; Michelson, L., Sugai, D., Wood, R., & Kazdin, A. E. Social skills assessment and training with children. Plenum Press. 1983.
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