What Is Good and What Is Bad Test
Understand a student’s sense of right and wrong in about 2 minutes. Eight quick items give actionable insight for school, counseling, and support with no extra prep.


08:30
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How the Scales are Structured
DATA-BASED USER COHORTS
Who Usually Takes This Test?
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
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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.
Below is a preview of how scores are typically distributed across each scale.
Moral Concepts (MC)
Moral Concepts (MC)
Average
11.7
Normal range
9.5 — 13.8
min.
0
max.
16
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.
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
- I like it
- I do not like it very much
- I do not like it
- Repair the book, or ask my parents to buy a new one
- I don't know
- Quietly give it back so no one notices
- I would apologize and clean up after myself
- I do not know
- I would do nothing; there is a cleaner
WHAT THE TEST MEASURES
About This Assessment
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What Is Good and What Is Bad Test - Symptoms and Signs
This brief screening tool is used to elicit a child or adolescent’s basic moral judgments and values. What Is Good and What Is Bad is commonly administered in school or supportive service settings as a rapid starting point for clinical or educational discussion. It is attributed in some sources to Lawrence Kohlberg.
The measure includes 8 items and typically takes about 2 minutes to complete. Responses are reviewed qualitatively to identify themes in the respondent’s understanding of right versus wrong and to guide follow-up interviewing. What Is Good and What Is Bad can be used to inform case conceptualization and to determine whether more comprehensive assessment of moral reasoning or psychosocial functioning is warranted.
Author: Lawrence Kohlberg
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