What Is Good and What Is Bad Test

Students, parents, educators, and anyone reflecting on everyday conduct may use the What Is Good and What Is Bad Test to examine how moral ideas appear in ordinary choices. Its focus makes it useful as a moral values test for discussing how principles appear in conduct, rather than treating morality as an abstract idea.

What This Assessment Explores

As a moral concepts test, it presents situations where convenience meets expectations. Its items represent themes such as:

• Respect appears in classmates' recognition and consideration.
• Responsibility appears in choices to repair damage or clean up, not hide problems.
• Honesty and accountability appear in admitting wrongdoing and supporting an apology.
• Prosocial conduct appears in helping, giving up convenience, and following shared norms.

Together, situations use the Moral Concepts scale: 0-16; Low 0-5, Average 6-11, High 12-16. The scale measures the degree to which students have developed moral concepts. Higher scores indicate pronounced cognitive motivation, orientation toward others' interests, and a tendency to follow moral norms; average scores indicate a balance between one's own interests and consideration of others, as well as a desire for interpersonal comfort. Lower scores may indicate difficulties internalizing moral norms and a tendency to avoid responsibility.

Methodology and Scientific Basis

Each prompt presents a school or public situation involving littering, damaged property, wrongdoing, cleanliness, or helping others. Three response options provide situation-specific alternatives covering preferences, actions, and frequency: a respondent may say what they like, choose what they would do, or report how often they help or give up a seat. The result comes from concrete self-report choices, making this a moral judgment questionnaire rather than an abstract knowledge exercise.

The questionnaire reports the displayed scale score; item weights or point assignments are not specified and should not be inferred from the range. Result bands are presented categories, not established population norms. Kuleshova's unpublished educational diagnostic instrument has themes conceptually consistent with this questionnaire, whose standardization status is not stated.

The themes also align with Kohlberg's cognitive-developmental account of moral reasoning and with Colby and Kohlberg's developmental measurement work. Current mood, social desirability, and self-knowledge can influence answers, so the result is most useful alongside observed behaviour.