Tests may seem very similar without being so. Although one may sometimes expect some kind of connection between results from two different tests, this is often not the case.


Even though much has been done to clarify what personality assessments, ability tests etc. are, there is still a wide margin for interpretation of what these terms mean. Also, there are various measuring methods behind the different assessments.

Just because two different assessments are both called "Personality Questionnaires" does not mean that they use the same approach or yield the same results.For example, the personality types of the two assessments may have similar names, but if you look closer the definition of those types may differ.


Norms consist of many - often thousands - of people's responses to a given test. By comparing to these responses it is possible to make sense of a given test taker's score on a test. Building good norms is not just a question of having a lot of results. Test takers whose results are included in the norm should also be representative of the population addressed by the test.

For example, an adult person may get a very high score on an ability test normed on 12-year olds, even though that adult would have a mediocre result on the same test normed for people of his age.

Master's tests use continuously updated, representative norms, which is part of our dedication to providing appropriate and meaningful results with our tests.