---
title: Interpreting Results
description: All the important information regarding interpreting personality scores
---

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# Interpreting Results

## Here you'll find all of the essential information to keep in mind when it comes to interpreting personality results.

### Interpretation Advice

#### Key Message: There are **no rights or wrongs** when interpreting personality data, only styles and preferences.

#### **Important Points to Remember:**

When interpreting profile reports you must remember the following points:

- **Personality is not fixed** – it may vary over time, change through training/development, or simply vary depending on the situation.
- There are **no rights or wrongs**. The scores do not measure ability, skills, capability, or competence. They are merely indications of preferences or typical styles of behaviour.
- The questionnaire is **very reliable but is not infallible**.
- The scores indicate how the individual **compares with other people** who have completed the questionnaire.
- These test results should be **considered along with other information** about the candidate before making a selection decision.
- The profile is built using a **self-report** method, by which we mean collecting the information about how the candidates see themselves rather than third person observations.
- These results must be **kept within the boundaries of confidentiality** agreed with the candidate.
- The results **must not be used for any purpose other than that agreed** with the candidate.
- These results must be **kept securely and not retained beyond the period agreed** with the candidate.

You must always explain these points to a third party (the candidate, assessor, or client) before you describe results to them.

The key points from above are conveniently listed on the first page of every report to ensure results aren’t misinterpreted.

### **Scale Interpretation**

**It is important to be clear on what each scale is actually measuring before attempting to interpret the score. Detailed scale descriptions are shown on The Clevry platform when creating your questionnaire, and can also be found in our [Scale Definitions: The Highs and the Lows](https://help.clevry.com/scale-definitions-the-highs-and-the-lows?hsLang=en) article.**

#### Impression-management Scale

Special care must be taken when interpreting scores on the Impression-management scale. If the scale indicates a high level of Impression-management, **we** **cannot:**

- Assume that the candidate has deliberately faked their responses – the candidate may have answered honestly.
- Screen out the candidate – research has shown that for some roles 'social desirability' (measured here as Impression-management) is positively correlated with job performance e.g., sales roles.
- Adjust scores on other scales – this would be arbitrary, especially since a high Impression-management score can arise for a number of reasons.

If the scale indicates a high level of Impression-management, we **can:**

- Be even more rigorous than usual in collecting concrete evidence to corroborate the information the candidate has self-reported by:
- Asking probing, concrete, past-tense questions during the subsequent exploration discussion.
- Comparing the profile with the results of other personality assessments, such as simulation exercises.

**We recommend that Impression-management scores are not fed back to candidates (or assessors in the case of an assessment centre) since they are very susceptible to misinterpretation. The Impression-management scale is best treated as a guide for interpretation that is for your use only.**

### **Score Interpretation**

#### Sten Scores

The sten range describes the strength of preference indicated by the candidate’s responses compared to the norm group. The higher or lower the sten score (towards either end of the dichotomy) the stronger the tendency expressed towards the corresponding side of the scale.

A score of 7 indicates a slight tendency in the direction indicated by the descriptions at the end of the scale. A score of 4 suggests a slight tendency in the opposite direction.

Scores of 8, 9 or 10 indicate progressively stronger tendencies in the direction shown (high end of the scale). Similarly, scores of 3, 2 or 1 suggest progressively stronger tendencies in the opposite direction (low end of the scale).

A score of 5-6 indicates that:

- The individual sees themselves as being **typical** in this area compared with other people,

**or**

- The individual’s personality in this area **varies a great deal** depending on the situation.

The middle score represents a tension between the two ends of the scale.

| **1** | **2** | **3** | **4** | **5** | **6** | **7** | **8** | **9** | **10** |
| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |
| ![](https://help.clevry.com/hs-fs/hubfs/image-png-May-11-2026-01-44-39-7309-PM.png?width=360&height=26&name=image-png-May-11-2026-01-44-39-7309-PM.png) | ![](https://help.clevry.com/hs-fs/hubfs/image-png-May-11-2026-01-44-42-9013-PM.png?width=167&height=26&name=image-png-May-11-2026-01-44-42-9013-PM.png) | ![](https://help.clevry.com/hs-fs/hubfs/image-png-May-11-2026-01-44-45-8527-PM.png?width=360&height=26&name=image-png-May-11-2026-01-44-45-8527-PM.png) |  |  |  |  |  |  |  |
| **Strength of Tendency** | **Typical** | **Strength of Tendency** |  |  |  |  |  |  |  |

The most important thing to remember when interpreting sten scores is that they represent a candidate’s preferences compared to a norm group. Whether this is a general or specific norm group may change a candidate’s sten score as they are being compared to a different population of previous candidates. This doesn’t mean their preferences have changed, but simply that when compared to a different group, their traits are more or less common.

When interpreting sten scores, remember to read any accompanying text carefully as it will shed light on what the score means in that particular context.

### **Standard Error of Measurement**

The standard error of measurement (SEM) provides an estimate of the margin of error included in scores produced by a scale, as no scale can ever be 100% accurate in reflecting a true score. By taking the potential margin of error into account, we can more accurately interpret sten scores.

Detailed information on the SEM of each scale is provided in our [CPQ Nova Technical Information](https://help.clevry.com/cpq-nova-technical-information?hsLang=en) article. A rule of thumb for the CPQ is to allow a margin of 1 sten either side of the observed sten score. Many CPQ scales have a lower margin of error than this, so making a 1 sten range is a safe convention for accurate interpretation for the instrument.

### **Linking Scales**

One way to interpret personality profiles is by reading and thinking about the scales one by one. However, a more effective approach is to consider how a selection of scales might interact and how this will impact the candidate’s behaviour.

For example, if we see an individual with a sten score of 9 on CPQ scale Forthright, we can start to make inferences about how their preference might impact their interpersonal behaviour e.g., likely to be candid when voicing opinions rather than adopting a more cautious approach.

This is interesting on its own, however when we pair it with another scale it can lead to a much richer impression of the person.

For example, if we can also see that this person has a sten score of 9 on the Expressive scale, we now also know that they have a strong preference for talking and place less emphasis on making time to listen to others. Depending on the job role, this might be cause for concern. Whereas, if they had scored a 2 on Expressive, we could infer that they see themselves as someone who takes time to consider the opinions of others. So, whilst they are direct when voicing their opinions, they are likely to have taken time to listen to others first.

As you continue to add scores to your thinking, or ‘daisy-chain’ the scales, you can build up hypotheses about a candidate that you can then ‘check-out’ in the exploration discussion. The hypotheses would vary depending on the role, but examples could include how the scales interact to impact on customer service style, or project planning etc. This method can take some practice but is a rewarding way to utilise the data.

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