CASPer Sample Questions: 4 Official Questions & Answers

Official CASPer Sample Questions #1: Toy Refund 

Prompt:

You are an employee at a retail store, and you overhear an interaction between a customer and another employee at the cash register. The customer is here to return an item; however, he does not have a receipt for the purchased item and claims to have paid in cash. Despite assurances by the customer that he did buy the item at your store, your colleague informs the customer that, while he can provide store credit or an exchange, store policy does not allow refunds of more than $20 without a receipt. The customer informs your colleague that he really needs a refund given that this was a birthday purchase for his daughter, but now he desperately requires that money to buy his daughter’s prescription medication. You are the store manager, your colleague turns to you for advice.

Questions:

1. As the store manager, would you give this customer a refund? Why or why not?

In this case, I would want to be fair and respect store rules, but I would also want to understand how bad the customer's situation is. As long as there is a mechanism to show that the purchase was made in our store, such as an electronic transaction history, a loyalty account, or even support from another branch manager, I would be fine with offering the refund and keeping full records of the decision. In this manner, I could aid the customer while still maintaining the rules of my profession. If I cannot verify it but the policy provides me some freedom, I would think about granting the refund as long as I write down the decision and alert senior management straight away. If I cannot check it out and I am not allowed to make exceptions, I cannot give the money back. In that case, I would focus on giving the customer real choices, like store credit, a product exchange, or putting them in touch with someone who has more influence. This tiered approach helps me help them with their difficulties right now while also making sure that the store is open and fair.

2. Imagine that you decide to refuse to give a refund. How would you communicate your decision to the customer? Explain your response.

If I said no to the return, I would say it with empathy and respect. I would talk to the customer in private to protect their dignity and ask them to tell me what is going on. After that, I would explain that store policy says that I require proof of purchase to issue a refund. I want to make it clear that this rule is in place to make sure that all clients are handled equitably, not because I do not trust this particular customer. If they were calm and willing, I would focus on offering them store credit or an exchange. If they got upset, I would stay calm and tell them that I understood why they were upset and that I was following the store’s rules. If the conversation goes out of hand and the customer becomes disrespectful or disruptive, I would put safety first by respectfully ending the conversation and, if necessary, call security or another staff member for help. My goal would be to express empathy while keeping the talk safe, professional, and in line with policy.

Check out a realistic mock CASPer test session led by one of our CASPer experts:

Official CASPer Sample Questions #2: Group Contribution 

Prompt:

You are a member of a study group and you observe members of your group having a heated conversation. Mike and John are confronting Sarah about her inconsistent contribution to the study group. Mike and John are upset that Sarah did not contribute to the study session today and accuse her of not being prepared. Sarah defends herself by saying that she has been busy writing an important paper. Mike and John inform her that they also had the same paper due and, despite that, were able to show up prepared for the session. They then accuse her of regularly coming to tutorials unprepared, suggesting that she’s only learning from the information that they have provided during the study sessions. Sarah informs them that she has been under a lot of stress and that they are not being fair to her. She prepares to leave due to their “negativity”. 

Questions:

1. One of your group members, Paul, has stopped contributing to your group assignment due to a medical condition. How should you and your group members handle this situation? Explain your response.

While it may appear that Paul has been using his medical condition to try and get out of work, it is important to take a step back and not jump to any conclusions. At this stage, I would like to know whether the photo posted is a new or old photo; in order to do that, I would try to contact Paul. Ideally, I would like to speak with him in a private and non-judgmental manner. If this is an old photo from when he was feeling better, then all is resolved. However, if it comes to light that this is a new photo, then I would ask him if he feels that his health has improved to the point where he can come back to the group to contribute. Just because he was able to attend one party does not necessarily mean that he is well enough to come back to school. Perhaps he has been discharged from the hospital but is still recovering and went to the party to try to remain social to help with his mental health. If Paul has been dishonest about his medical state, I would first encourage him to try to make up for this by returning to the group and completing the work that had been assigned to him. If he refuses to do so, then I would not hesitate to report the situation to the course professor. Additionally, regardless of Paul’s situation, I would suggest that the group seek an extension from the professor, given the abrupt loss of a group member and the necessary redistribution of workload.

2.  Imagine that Paul contributed a significant amount to the assignment before he put his courses on hold. How, if at all, would this change your response to the previous question? Explain your reasoning.

If Paul had already contributed a significant amount to the assignment, I would recognize his earlier work as a sign of commitment. If his medical condition is genuine and prevents him from continuing, then it would be fair to credit him for what he has done and redistribute the remaining work among the team. I would also suggest letting the instructor know about the situation to ensure the group is not penalized for circumstances outside our control. In this case, empathy and flexibility are key, since Paul had already demonstrated responsibility. If, however, it became clear that Paul was not actually ill and chose to step away despite knowing how important the assignment is, my response would be different. While I would still acknowledge the work he had completed, I would encourage the team to hold him accountable for stepping back without a valid reason. If necessary, we could raise the issue with the instructor so that grading reflects each person’s effort fairly. This approach balances compassion for genuine health challenges with fairness and accountability when someone is not being honest with the group.

Official CASPer Sample Questions #3: No Gift Necessary

Prompt:

You are sitting in on a conversation between Eric and Chloe, two volunteers under Mary, the volunteer coordinator. You are a colleague who also volunteers under Mary. Chloe and Eric receive thank‑you notes for their volunteer work; Mary’s note to Chloe contains cash with a message encouraging her to “get yourself a treat,” but Eric’s note contains only thanks. Both know that Eric put in most of the effort helping Mary the previous week. Chloe wonders whether Mary meant for her to share the money and says she could really use it. Eric later sees the cash and points out that he was the one who helped Mary the most. Chloe turns to you and asks what she should do in this situation.

Questions:

1. Mary, the volunteer coordinator, sent thank-you notes to both Chloe and Eric for their volunteering efforts, but only Chloe’s note included money. What, if anything, should Chloe do in this situation? Explain your reasoning.

This is a delicate situation because it involves fairness, perception, and the integrity of the volunteer program. I would encourage Chloe to first reflect on whether the money was intended as a personal token of appreciation or whether it may have been meant to be shared among volunteers. Since Eric also knows about the gift and feels that he contributed more, it would be best for Chloe to be transparent. She could speak directly with Mary to clarify the intention behind the gift rather than making assumptions. If Mary confirms it was meant just for Chloe, then Chloe can accept it without guilt; if it was an oversight or intended for the group, then Chloe can return or share it to avoid tension. By seeking clarification, Chloe shows integrity and prevents resentment from growing within the team.

2. Imagine that Eric frequently funds his volunteering efforts with his own money. How, if at all, does this affect your previous response? Explain your reasoning.

If Eric regularly spends his own money to support the volunteer work, this adds an important layer to the situation. It may increase his expectation of recognition and make Mary’s decision appear even more unfair. In that case, I would still encourage Chloe to clarify the situation with Mary rather than taking it upon herself to decide. However, once Mary’s intention is clear, Chloe could also consider showing generosity by sharing part of the gift with Eric as a gesture of goodwill. This would not only ease tensions but also demonstrate empathy for the sacrifices Eric makes. While the ultimate responsibility lies with Mary to ensure fair treatment of volunteers, Chloe has an opportunity to strengthen team harmony by being transparent and considerate in her actions.

Official CASPer Sample Questions #4: Paying a Price 

Prompt:

Think of a time when you had to make a sacrifice in order to accomplish a goal.

Questions:

1. Briefly describe the situation and the sacrifice you made to accomplish the goal.

During my undergraduate studies, I once had to prepare for a major final exam while also being invited to a close friend’s family celebration. I knew the exam would have a significant impact on my final grade and ultimately my chances of getting into my desired program, but attending the event would mean losing an entire day of focused study. I decided to decline the invitation, which was difficult because I valued the relationship, and instead dedicated that time to revising the material thoroughly. This decision allowed me to prioritize my long-term academic goal, even though it meant temporarily disappointing someone close to me.

2. Imagine that despite the sacrifice made, you failed to accomplish the goal. How would you have felt in this situation? Explain your reasoning.

If I had made the sacrifice and still failed to achieve the goal, I would naturally feel disappointed at first. However, I would remind myself that success is never guaranteed, even when we make the right choices, and that effort itself carries value. By reflecting on the experience, I would take pride in knowing that I had acted responsibly, prioritized what was most important, and demonstrated commitment to my goals. I would also analyze what went wrong and use the setback as an opportunity to improve my preparation strategies for the future. In that sense, even though the immediate outcome might have been discouraging, the lessons gained would still support my growth and resilience moving forward.

Please note: the first 3 questions are our interpretations of the video scenarios posted on the test administrator's website and can be viewed at takecasper.com. 



Would you rather watch a video with CASPer questions and answers? Check this out:

Please note: CASPer has recently updated their format to include 2 questions per station rather than 3. The rest of the information in this video is still accurate

BeMo CASPer Prep Reviews

Want our help with your CASPer prep? You can check out some BeMo reviews from past students first:

"I had an exceptional experience working with Simon Rousset, who provided the precise guidance I needed to feel confident and prepared. Their deep understanding of the CASPer format and their ability to break down each type of question were invaluable. They didn’t just teach me to answer questions—they helped me develop the structured thinking and ethical reasoning needed to succeed. The practice sessions were tailored to my strengths and weaknesses, making each session incredibly effective and personalized." - BeMo student.

"BeMo Casper prep. Review for Dr. Joseph Narusis. I found the Casper Prep review sessions that I had with Dr. Joseph Narusis extremely helpful, as he explained the ways that I can progress and improve for my Casper test. He also provided great resources for me to work on as homework in my review session with him: after taking my simulations through my BeMo account, which I found to be the key for me through my progress journey." - BeMo student.

"The feedback session, even when asked at the last minute, 2 hours before my Casper test, was highly productive and insightful. It provided clear, actionable advice while also highlighting strengths and achievements. The conversation felt collaborative and supportive, with a focus on growth and improvement. The constructive feedback was delivered in a thoughtful manner, and there was plenty of opportunity for questions and discussion. It was short and sweet. Overall, it was a valuable experience that left me feeling motivated and equipped with the tools to move forward." - Aya, BeMo student.

"I recently worked with Haitham Shoman to prepare for the Casper test, and I couldn’t be more pleased with the experience. They had an in-depth understanding of the test format and provided clear strategies for tackling different types of scenarios. What stood out the most was their ability to tailor the sessions to my specific needs, offering constructive feedback that helped me refine my responses and build confidence. They were patient, encouraging, and always willing to go the extra mile, even staying longer to ensure I fully understood key concepts. Thanks to their guidance, I feel much more prepared and confident heading into the test. Highly recommend!" - BeMo student.

"[My] advisor was very helpful, and I highly recommend them. They explained concepts clearly, adapted their teaching to suit my needs, and made the material much easier to understand. I appreciated their patience and the practical tips they provided, which helped me feel more confident in my abilities. Overall, they were very professional, approachable, and effective, and I would definitely recommend them to anyone looking for extra support. They even stayed longer than our scheduled time to ensure that I understood all the feedback and had all the necessary homework to succeed." - BeMo student.

FAQs

To your success,

Your friends at BeMo

BeMo Academic Consulting 

Disclaimer: CASPer stands for computer-based assessment for sampling personal characteristics and is claimed to be a trademark of McMaster & Altus. BeMo does not recommend, endorse nor affiliate with CASPer, Altus or McMaster and vice versa. BeMo only provides preparation services and practice tests. To take CASPer, contact Altus directly.