Checked 14 October 2026. From the GOV.UK guidance for the Civil Service Judgement Test (last updated 24 May 2024), Success Profiles: Civil Service behaviours (updated 29 January 2025), the Civil Service code (updated 16 March 2015) and the reasonable-adjustments guide for online tests (28 January 2026), read on 14 October 2026. The behaviour descriptors are quoted word for word and are reused under the Open Government Licence v3.0.
Most advice for situational judgement tests is the same list on every site: stay calm, be a team player, escalate to your manager. The Civil Service Judgement Test (CSJT) is more specific than that. It is built on the Civil Service Behaviours, it shows you scenarios chosen for the grade of the job, and it uses a four-point scale whose wording is published. So the useful tips are the ones you can trace to those documents. This guide gives ten, each tied to an official source, and quotes the GOV.UK descriptors exactly. It contains no practice scenarios; those are in our guide with eight original practice scenarios.
GOV.UK: Success Profiles, Civil Service behaviours; the Civil Service code; Preparing for the Civil Service Judgement Test. Read 14 October 2026.
Tip 1: learn the four ratings as written
The scale is not “good, okay, bad, terrible”. Each rating has one official sentence, and the differences between the sentences are where the judgement lies.
| Rating | Official description (GOV.UK) |
|---|---|
| Counterproductive | An unacceptable action that would make the situation worse. |
| Ineffective | A poor action that would not help the situation. |
| Fairly Effective | A useful action that would be of some help to the situation. |
| Effective | A good action that would help to resolve the situation. |
Our reading of those four sentences, offered as a way to think and not as the marking scheme: the top two ratings are both for actions that help. The difference is between “some help” and helping “to resolve the situation”. The bottom two are both for actions that do not help. The difference is between an action that leaves things as they were and one that would “make the situation worse”. So for any action you can ask two questions in order: does it help at all, and then how far does it go, or how much harm does it do. The Civil Service does not publish how ratings are marked, so treat this as a reading aid only.
Tip 2: rate each action on its own
The guidance could not be plainer: “When reviewing an action, look at it independently from the others. Do not assume that only one action is either effective or ineffective - you can rate more than one action the same.” Candidates who have practised ranking tests tend to hand out one of each rating per scenario. Nothing in the CSJT asks for that. If two of the four actions would both help resolve the situation, both are Effective.
Tip 3: do not carry over the format of a different test
Three Civil Service judgement-style tests are described on official pages, and each is answered differently. Preparing with the wrong format in mind is an avoidable error.
| Test | How you answer | Length on the official page |
|---|---|---|
| Civil Service Judgement Test | Rate each of four actions: Counterproductive, Ineffective, Fairly Effective, Effective | Three scenarios for each behaviour; total not stated |
| Civil Service Management Judgement Test | Choose the one action you would be most likely to take and the one you would be least likely to take | 15 scenarios, four actions each; used for roles between Executive Officer and Senior Executive Officer |
| Fast Stream Work-based scenarios | Rate actions on a scale whose third point is “Partially effective” | Described on the Fast Stream online-tests page, not on the CSJT page |
Note the third rating in particular. The CSJT says “Fairly Effective”; the Fast Stream page says “Partially effective”. They sit in the same place on the scale, but they are the wording of two different tests, and a practice set written for one is not a copy of the other.
Tip 4: read the behaviours at the grade you applied for
GOV.UK says the CSJT “measures your ability to demonstrate judgement and decision-making regarding specific Civil Service Behaviours, which have been selected as important for success in your chosen job”, and that “You will only be presented with scenarios that are relevant to the job level you have applied for.” The behaviours document says the same from the other side: “Civil Service Behaviours are specific to the grade level of the job role”, and “You will not be asked to demonstrate all Civil Service Behaviours for one role.”
So the single most useful preparation is to open the job advert, note which behaviours it lists, and read the published examples for those behaviours at that grade. These are the nine behaviours and their official definitions.
| Behaviour | Official definition (GOV.UK) |
|---|---|
| Seeing the big picture | Understand how your role fits with and supports organisational objectives. Recognise the wider Civil Service priorities and ensure work is in the national interest. |
| Changing and improving | Seek out opportunities to create effective change and suggest innovative ideas for improvement. Review ways of working, including seeking and providing feedback. |
| Making effective decisions | Use evidence and knowledge to support accurate, expert decisions and advice. Carefully consider alternative options, implications and risks of decisions. |
| Leadership | Show pride and passion for public service. Create and engage others in delivering a shared vision. Value difference, diversity and inclusion, ensuring fairness and opportunity for all. |
| Communicating and influencing | Communicate purpose and direction with clarity, integrity and enthusiasm. Respect the needs, responses and opinions of others. |
| Working together | Form effective partnerships and relationships with people both internally and externally, from a range of diverse backgrounds, sharing information, resources and support. |
| Developing self and others | Focus on continuous learning and development for self, others and the organisation as a whole. |
| Managing a quality service | Deliver service objectives with professional excellence, expertise and efficiency, taking account of diverse customer needs. |
| Delivering at pace | Take responsibility for delivering timely and quality results with focus and drive. |
Look up the official descriptors for your grade
Choose the grade of the job you applied for and a behaviour named in the advert. The examples shown are word for word from GOV.UK's Success Profiles: Civil Service behaviours (updated 29 January 2025).
GOV.UK adds: “There is no expectation that you need to demonstrate every part of each example to be successful.” Contains public sector information licensed under the Open Government Licence v3.0.
The same source as tables, for readers on a page where the tool does not load. Each table shows the first two examples GOV.UK lists for each behaviour at that grade; the full lists are in the tool above and on GOV.UK. The document has six grade bands; the four below the Senior Civil Service are shown here, and the tool has all six.
Administrative Assistant (AA) and Administrative Officer (AO)
| Behaviour | First two examples GOV.UK gives at AA and AO |
|---|---|
| Seeing the big picture | Understand what your responsibilities are and how these contribute to the priorities of your team. Consider the varied impact your work could have on individuals with different needs and from other backgrounds. |
| Changing and improving | Review ways of working and suggest improvements, including how to make full use of new digital technologies. Learn new procedures and help colleagues to do the same. |
| Making effective decisions | Use guidance, analyse relevant information and ask colleagues for input to support decision making. Identify and deal with any errors or gaps in information before making a decision. |
| Leadership | Show enthusiasm for your work and take personal accountability for your role. Demonstrate responsibility for your own objectives. |
| Communicating and influencing | Put forward your views in a clear, constructive and considerate manner. Use an appropriate method of communication for each person - for example an email, phone call, face-to-face - taking into consideration their individual needs. |
| Working together | Proactively contribute to the work of the whole team and remain open to taking on new and different roles. Get to know your colleagues and build supportive relationships. |
| Developing self and others | Identify gaps in your skills and knowledge and make plans of how to develop these. Take time to achieve development objectives. |
| Managing a quality service | Gain a clear understanding of customers’ needs and expectations. Plan, organise and manage your own time to deliver a high quality service which gives taxpayers a good return for their money. |
| Delivering at pace | Always work with focus and pace to get the job done on time and to a high standard. Follow the relevant policies, procedures and rules that apply to the job. |
Executive Officer (EO)
| Behaviour | First two examples GOV.UK gives at EO |
|---|---|
| Seeing the big picture | Understand how your work and the work of your team supports wider objectives and meets the diverse needs of stakeholders. Keep up to date with the issues that affect your work area. |
| Changing and improving | Regularly review own and team’s work and take the initiative to suggest ideas to make improvements. Give feedback on changes in a constructive manner. |
| Making effective decisions | Take responsibility for making effective and fair decisions, in a timely manner. Analyse and research further information to support decisions. |
| Leadership | Show pride and passion for your work and positive, inclusive engagement with your team. Understand your areas of responsibility and display awareness of the wider impact of your actions. |
| Communicating and influencing | Communicate clearly and concisely both orally and in writing. Take time to consider the best communication channel to use for the audience, including making the best of digital resources and considering value for money. |
| Working together | Develop a range of contacts outside own team and identify opportunities to share knowledge, information and learning. Show genuine interest when listening to others. |
| Developing self and others | Identify gaps in own and team’s skills and knowledge. Set and consistently meet development objectives. |
| Managing a quality service | Work with customers to understand their needs and expectations. Create clear plans and set priorities which meet the needs of both the customer and the business. |
| Delivering at pace | Regularly review the success of activities in the team to identify barriers to progress or challenging objectives. Identify who and what is required to ensure success, set clear goals and areas of responsibility and continually assess workloads considering individual needs. |
Higher Executive Officer (HEO) and Senior Executive Officer (SEO)
| Behaviour | First two examples GOV.UK gives at HEO and SEO |
|---|---|
| Seeing the big picture | Understand the strategic drivers for your area of work. Align activities to contribute to wider organisational priorities. |
| Changing and improving | Work with others to identify areas for improvement and simplify processes to use fewer resources. Use technology where possible to increase efficiency. |
| Making effective decisions | Understand your own level of responsibility and empower others to make decisions where appropriate. Analyse and use a range of relevant, credible information from internal and external sources to support decisions. |
| Leadership | Ensure colleagues and stakeholders have a clear understanding of objectives, activities and time-frames. Take into account different individual needs, views, and ideas, championing inclusion and equality of opportunity for all. |
| Communicating and influencing | Communicate in a straightforward, honest and engaging manner - choosing appropriate styles to maximise understanding and impact. Encourage the use of different communication methods, including digital resources and highlight the benefits, including ensuring cost effectiveness. |
| Working together | Encourage joined up team work within your own team and across other groups. Establish professional relationships with a range of stakeholders. |
| Developing self and others | Identify capability gaps for yourself and your team. Ensure development objectives are set and achieved to address any gaps and enable delivery of current and future work. |
| Managing a quality service | Develop, implement, maintain and review systems and services to ensure delivery of professional excellence. Work with stakeholders to set priorities, objectives and timescales. |
| Delivering at pace | Show a positive approach to keeping the whole team’s efforts focused on the top priorities. Promote a culture of following the appropriate procedures to ensure results are achieved on time whilst still enabling innovation. |
Grade 7 and Grade 6
| Behaviour | First two examples GOV.UK gives at Grade 7 and Grade 6 |
|---|---|
| Seeing the big picture | Develop and maintain an understanding of economic, social, political, environmental and technological developments to ensure activity is relevant. Ensure plans and activities in your area of work reflect wider strategic priorities and communicate effectively with senior leaders to influence future strategies. |
| Changing and improving | Encourage, recognise and share innovative ideas from a diverse range of colleagues and stakeholders. Give people space to take initiative and praise them for their creativity. |
| Making effective decisions | Clarify your own understanding and stakeholder needs and expectations, before making decisions. Ensure decision making happens at the right level, not allowing unnecessary bureaucracy to hinder delivery. |
| Leadership | Promote diversity, inclusion and equality of opportunity, respecting difference and external experience. Welcome and respond to views and challenges from others, despite any conflicting pressures to ignore or give in to them. |
| Communicating and influencing | Communicate with others in a clear, honest and enthusiastic way in order to build trust.. Explain complex issues in a way that is easy to understand. |
| Working together | Actively build and maintain a network of colleagues and contacts to achieve progress on shared objectives. Challenge assumptions while being willing to compromise if beneficial to progress. |
| Developing self and others | Prioritise and role-model continuous self-learning and development. Identify areas individuals and teams need to develop in order to achieve future objectives. |
| Managing a quality service | Demonstrate positive customer service by understanding the complexity and diversity of customer needs and expectations. Deliver a high quality, efficient and cost effective service by considering a broad range of methods for delivery. |
| Delivering at pace | Ensure everyone clearly understands and owns their roles, responsibilities and business priorities. Give honest, motivating and enthusiastic messages about priorities, objectives and expectations to get the best out of people. |
Tip 5: notice how the same behaviour steps up by grade
Read one behaviour across the grades and the expectation changes in a way that matters for a scenario. Take Making effective decisions, using the first example GOV.UK gives at each band.
| Grade | First GOV.UK example for Making effective decisions |
|---|---|
| AA and AO | Use guidance, analyse relevant information and ask colleagues for input to support decision making |
| EO | Take responsibility for making effective and fair decisions, in a timely manner |
| HEO and SEO | Understand your own level of responsibility and empower others to make decisions where appropriate |
| Grade 7 and Grade 6 | Clarify your own understanding and stakeholder needs and expectations, before making decisions |
Our reading: at AA and AO the example is about using guidance and asking colleagues for input; at EO it is about taking responsibility for a timely decision; at HEO and SEO it adds empowering others; at Grade 7 and Grade 6 it starts with clarifying stakeholder needs before deciding. An action that is exactly right for one grade (ask a colleague before deciding) can be an incomplete answer at another, where the published examples expect you to own the decision. That is our inference from the descriptors, not a statement about how any scenario is keyed. It is the reason to study your own grade and not a general list.
Tip 6: use the Civil Service Code as the floor
The Civil Service Code sets out four core values and the standards under each. Its definitions are short enough to learn.
| Core value | Definition in the Code | One standard from the Code |
|---|---|---|
| Integrity | Putting the obligations of public service above your own personal interests | You must not misuse your official position, for example by using information acquired in the course of your official duties to further your private interests or those of others |
| Honesty | Being truthful and open | You must set out the facts and relevant issues truthfully, and correct any errors as soon as possible |
| Objectivity | Basing your advice and decisions on rigorous analysis of the evidence | You must not ignore inconvenient facts or relevant considerations when providing advice or making decisions |
| Impartiality | Acting solely according to the merits of the case and serving equally well governments of different political persuasions | You must not act in a way that unjustifiably favours or discriminates against particular individuals or interests |
The CSJT guidance does not mention the Code, and we are not claiming the test is marked against it. Our suggestion is narrower. The Code describes what every civil servant must and must not do, so an action in a scenario that would mean hiding an error, misleading someone, ignoring an inconvenient fact or favouring one person unfairly is hard to describe as one that would “help to resolve the situation”. Use the Code to spot actions that cross a line, then use the behaviours to judge the rest.
The Code also says what to do when something is wrong: “If you have a concern, you should start by talking to your line manager or someone else in your line management chain.” That is a description of the proper route for a concern about conduct. It is not a rule that telling your manager is always the most effective action in a scenario; the behaviours at EO and above expect you to take responsibility for decisions that are yours.
Tip 7: treat the self-assessment as part of the test
The first part asks you to rate “how ambitious, motivated and flexible you are in the workplace”. It “makes up 15% of your overall CSJT score”, and the guidance says: “You should answer the questions honestly, as you may be asked about them at interview.” There is no published guidance on which answers score well, and we will not invent any. The practical point is consistency: describe yourself as you would be prepared to describe yourself, with examples, to an interview panel.
Tip 8: plan the sitting, because the test is untimed but not open-ended
| Point | What the official pages say |
|---|---|
| Time limit | The test is not timed |
| Typical pace | Most people take between two and four minutes to answer one scenario |
| Time to set aside | At least an hour |
| Inactivity | The reasonable-adjustments guide says the Judgement Test will timeout and close after 25 minutes of inactivity |
| Re-opening (CSJT page) | You can re-open it where you left off, “but you can only do this twice after initially starting”; “You can launch the test three times in total, and this does not have to be on the same device.” |
| Re-opening (reasonable-adjustments guide) | “You can continue from where you left off, and you can launch the test as many times as you need.” |
| Deadline | Set in your invitation; send queries at least two working days before it |
The two official pages disagree on how many times you can relaunch the test, and we print both. The safe plan is the stricter one: assume three launches in total, start only when you have an uninterrupted hour or more, and do not leave the page idle for long.
Tip 9: take the official practice test first, and know what it is for
GOV.UK says: “Before taking the Civil Service Judgement Test, you should get used to what the test looks like by taking the CSJT Practice Test so you are fully familiar.” It is frank about the limits: “The practice test is not scored. It is designed to show you the look and feel of the real test while keeping the questions easy to respond to.” So use it to learn the screens, the video player and the rating controls, and to check any assistive technology, not to measure yourself. The real test “also includes example questions at the beginning of each section”.
The practice test says what it contains: “This practice test comprises assessments that measure: Your preferences and behaviours.” It then lists decisions about typical workplace situations “presented as video and text” and decisions “presented as text”. For the first part, the example statement is “I step in whenever someone in my team needs help”, and the options run from Completely Disagree to Completely Agree on a seven-point scale. Its own tips for that part are: “Think about your actual behaviour at work rather than how you would like to behave” and “remember that the test is not timed or trying to trick you”. It adds that you can view the practice test “as many times as you need”, and that no personal information is needed to open it.
GOV.UK also links a short official video guide to the test, about four minutes long, with English captions. Three things in it are worth knowing. It says you are assessed on judgement “at the grade, or level, of the job you have applied for, rather than the specific requirements of the particular job”. Its tip from previous test takers is to be yourself and not to “second guess” the right answer. And it names the rating options as “effective, slightly effective, ineffective, or counterproductive”, which is not the wording on the GOV.UK page or in the practice test; use the four names in Tip 1, which are the ones the page publishes. The video also says you will have “only one chance to take the test”, while the guidance page describes relaunching the test if you lose access (see Tip 8). Read the instructions in your own invitation, and if they differ, follow them. The video does not mention the 15% weighting of the self-assessment.
On the videos in the test itself: scenarios for three of the behaviours are presented as short videos. Each video has subtitles and British Sign Language translation, written transcripts are available within the test, and “each video can be replayed as needed”. Replaying costs nothing on an untimed test.
Tip 10: sort out access and adjustments before the deadline
The preparation list on the guidance page is short and worth following exactly. It is reproduced in the checklist below, with the technical points from the same page.
CSJT sitting checklist
Every item is from the GOV.UK guidance for the Civil Service Judgement Test.
0 of 15 done
Ticks are saved only in this browser on this device.
If you have a disability, the reasonable-adjustments guide says to tell the recruiter what help you need. Its case studies include a candidate who was given a one-to-one supported session with a trained support worker for the Judgement Test, and another whose test was reset after she became unwell and was timed out. Transcripts and subtitles are available to every candidate without asking.
One more rule belongs here because it protects your result: “Your test answers should be your own; you must not ask for input from anyone.” Hiring managers “may require candidates invited to interview to retake the test under supervised conditions”.
What these tips cannot do
What we could not find
- An official answer key, or any published scenario with its intended ratings, apart from the unscored practice test.
- A list of which behaviours a particular job's test covers. The advert lists the behaviours for the job; the test page does not say they are the same set.
- How ratings are marked, including whether a rating one step from the intended one earns partial credit.
- Any official statement that the test is marked against the Civil Service Code. Our use of the Code in tip 6 is our suggestion.
- Guidance on how to answer the self-assessment beyond “answer the questions honestly”.
- A description of the scenario and rating screens of the practice test. This guide describes only what the practice test says in its introduction and tips.
- Which grades the CSJT is used for. The page says only that scenarios are relevant to the job level applied for.
Read on 14 October 2026: the GOV.UK pages listed under Sources. This guide deliberately contains no practice scenarios of its own.
For how the result is calculated and why no pass mark is published, see CSJT pass mark and scoring. For how to read the percentile and the feedback report, see what a CSJT score means.
Frequently asked questions
Frequently asked questions
What is the best way to prepare for the Civil Service Judgement Test?
Use the official material. Learn the four rating descriptions as written, read the Civil Service Behaviours named in the job advert at the grade you applied for, and take the official CSJT Practice Test, which is unscored and shows the look and feel of the real test.
Can I give two actions the same rating in the CSJT?
Yes. GOV.UK says to look at each action independently and not to assume that only one action is either effective or ineffective: you can rate more than one action the same.
What are the four ratings in the Civil Service Judgement Test?
Counterproductive (an unacceptable action that would make the situation worse), Ineffective (a poor action that would not help the situation), Fairly Effective (a useful action that would be of some help to the situation) and Effective (a good action that would help to resolve the situation).
Which behaviours does the Civil Service Judgement Test assess?
GOV.UK says it measures judgement and decision-making regarding specific Civil Service Behaviours selected as important for the job. It does not list which ones a given test covers. The job advert lists the behaviours for the role.
Should I always choose to tell my manager in a Civil Service judgement scenario?
No official page says so. The Civil Service Code says a concern about conduct should start with a conversation with your line manager or someone else in your line management chain, but the behaviours at Executive Officer level and above include taking responsibility for making effective and fair decisions in a timely manner.
How long should I allow for the Civil Service Judgement Test?
GOV.UK says the test is not timed, that most people take two to four minutes a scenario, and that you should allow at least an hour. The reasonable-adjustments guide says the Judgement Test closes after 25 minutes of inactivity.
Can I get help from someone while taking the CSJT?
No. GOV.UK says your answers should be your own and you must not ask for input from anyone. Candidates invited to interview may be asked to retake the test under supervised conditions. Disabled candidates can ask the recruiter for reasonable adjustments.
More in this series
- CSJT pass mark and scoring
- What a CSJT score means
- Seeing the Big Picture: examples by grade
- Changing and Improving: examples by grade
- Making Effective Decisions: examples by grade
- Leadership: examples by grade
- Communicating and Influencing: examples by grade
- Working Together: examples by grade
- Developing Self and Others: examples by grade
- Managing a Quality Service: examples by grade
- Delivering at Pace: examples by grade
- CSJT questions and answers, worked
- Free CSJT practice: what exists
- Civil Service Judgement Test: 8 original practice scenarios
- Fast Stream online tests: a different test with a different scale
- Fast Stream vs direct entry and the other routes
Sources
- official — GOV.UK: Preparing for the Civil Service Judgement Test (last updated 24 May 2024)
- official — GOV.UK: Success Profiles, Civil Service behaviours (updated 29 January 2025)
- official — GOV.UK: The Civil Service code (updated 16 March 2015)
- official — GOV.UK: Reasonable adjustments for online tests, a candidate guide (last updated 28 January 2026)
- official — GOV.UK: Civil Service online tests (last updated 27 January 2026)
- official — GOV.UK: Preparing for the Civil Service Management Judgement Test (last updated 18 August 2023)
- official — Civil Service Careers: Fast Stream online tests
- official — GOV.UK: Success Profiles, candidate overview
- official — Civil Service: official CSJT Practice Test (unscored)
- official — Civil Service: “Guide to the Civil Service Judgement Test” (the short video linked from the GOV.UK guidance, about four minutes, with English captions)
official = a document published by the conducting body. reported = a news or coaching site we could not check against an original. Where sources disagree this page says so rather than picking one.
Ready for more? 12 further scenarios, rated the way the real test asks
Original workplace scenarios at the level of the roles that use this test. Rate each action Counterproductive, Ineffective, Fairly Effective or Effective, then see the reason behind every rating. Start with the free one below.
- 12scenarios
- 48actions to rate
- 4behaviours
- 48ratings explained
Every rating comes with its reason, written against the scale definitions on GOV.UK and the Civil Service Code.
FreeTests: Managing a Quality Service
A mailbox nobody owns
Read the situation, then rate each of the 4 actions from Counterproductive to Effective. You then see the right rating and the reason for each. About 3 minutes · free · no sign-in.
A mailbox nobody owns
You are an administrative officer in a pensions enquiry team. Four of you answer a shared mailbox, and nobody has been given the job of sorting it. This morning it holds 140 unanswered emails. The oldest is 12 working days old, and the team's published standard is a reply within 10 working days. Your team leader, Asha, is on a training course until tomorrow but is reading her messages.
Opens when you unlock all
- The third transfer · Managing a Quality Service
- Two forms, one set of details · Managing a Quality Service
- Sixty applications by Friday · Delivering at Pace
- Two jobs, one afternoon · Delivering at Pace
- The system is down · Delivering at Pace
- Handed over at the last minute · Working Together
- One case in five arrives incomplete · Working Together
- The new starter who works from home · Working Together
- Explaining a refusal · Communicating and Influencing
- The guidance nobody absorbed · Communicating and Influencing
- An out-of-date figure in the room · Communicating and Influencing
- 11 more scenarios with 44 actions to rate on the test's own four-point scale
- 4 behaviours, three scenarios each, the way the real test is built
- The reason behind every rating, so you learn the scale and not the answers
- Your rating pattern: whether you mark too generously or too harshly, and what to fix
- Untimed, like the real test. Work through it in one sitting or several
Independent practice material. Not written or endorsed by the Civil Service. The real test shows only scenarios for your job level, may use video, and opens with a self-assessment section worth 15% of the score that has no right answers to practise. Results are a percentile against other applicants, and no answer key is published.
