Abstract
It is suggested that the “Who Are You” Test would be a more powerful instrument if subjects were asked to give the meaning of each test response and to rank order their answers according to their importance in carrying out the subjects' goals. These modifications in the test were carried out in an undergraduate class. 25% of all answers were substantially different from the meanings given the answers by students and an even greater percentage were substantially different for answers ranked 1, 2 or 3 in importance in carrying out their goals. The modifications improve the test in helping determine the psychological meaning of subjects' responses to this test of identity and self-concept and in assessing the relative importance of different responses to life goals.