1. Make a small comparison
Choose two or three course routes and inspect their current modules, assessment methods and entry requirements on official institution pages.
Deliverable: a one-page comparison with the information still missing.
REPORT PREVIEW
See what a useful report contains.
Fictional examples show how a full report, a shorter free summary and limited response coverage appear. No student data is used.
Choose a demonstration
This preview is not an assessment result. Its values are invented to explain the interface and cannot be saved as your score.
NARRATIVE REPORT DESIGN · FICTIONAL EXAMPLE
From results to a useful conversation.
This is an authored layout example. No AI request has been made. The chart uses only the fictional scores displayed below.
Your starting point
Turn your responses into a course shortlist that balances interest, real coursework, entry requirements and practical circumstances.
The higher displayed interest averages in this example include Creative / expressive, Organising / detail, Enterprising / leading, Investigative / analytical. These describe activities to investigate; they do not establish ability, entry eligibility or a final career choice. Exact ties are kept together.
Look for evidence beyond the questionnaire: an activity you tried, feedback on a piece of work, and the parts you would choose to do again. A useful next step tests an idea without requiring a major commitment.
Interest profile
Descriptive average on a 1–5 rating scale. A marker shows an available average; an empty row means more responses are needed. These are not percentiles or career-match percentages.
- Practical / hands-on3.00 / 5 · 7/8 ratings
- Investigative / analytical4.00 / 5 · 8/8 ratings
- Creative / expressive5.00 / 5 · 8/8 ratings
- Helping / teaching3.00 / 5 · 8/8 ratings
- Enterprising / leading4.00 / 5 · 8/8 ratings
- Organising / detail5.00 / 5 · 8/8 ratings
Only the authorised dimensions in this example are displayed. Small differences have not been shown to be meaningful differences.
Turn a possibility into evidence
2. Try and record
Try a small project or introductory course task that resembles the work, then record what you learned about the demands.
Deliverable: a work sample or activity note. Record what was enjoyable, difficult and worth repeating.
3. Discuss the uncertainty
Which route do you want to investigate first? What might change your view? What support or prerequisite information would make the next step realistic?
Agree a review point with a counsellor. This is a proposed experiment, not a prediction.
Keep education advice separate
A future report can include verified course requirements and study destinations alongside the assessment. Fees, admissions and visas need current official sources. Higher-education support from Via Glowbal is an optional next step, not a conclusion produced by a score.
Explore higher-education planningFICTIONAL EXAMPLE · NOT YOUR RESULT
An example exploration profile
This profile separates what you enjoy, what matters to you, your reported routines and the tasks you solved. Use it to choose what to explore and discuss next.
- Stage
- University Pathway
- Question set
- Form A
- Scored dimensions shown
- 36 / 36
Original pilot counselling tool. No standardised IQ, percentile, diagnosis, admission prediction or guaranteed career match.
Start with the evidence
180 scored items in the form · 5 ratings marked “not enough experience” · 1 reasoning tasks marked “not sure”. These count choices, not personal limitations.
SELF-REPORTED RESPONSES
Interests
Eight activity statements for each of six themes describe what you think you would enjoy doing. Use them to choose experiences to explore.
Enjoyment is not evidence of ability, eligibility or a fixed personality type. Limited exposure can make a familiar activity easier to judge than an unfamiliar one.
Practical / hands-on
3.00 / 5
Partial response coverage · 7 of 8 ratings available
Enjoyment of making, repairing or working directly with objects, tools and practical tasks.
Calculation and a practical next step
- Items in this dimension
- 8
- Responses used
- 7
- Response coverage
- 88%
- Not enough experience
- 1
- Omitted
- 0
- Sum after scoring key
- 21
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
21 ÷ 7 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Try a small build or repair using safe, available materials. Notice whether you enjoy testing and adjusting it as well as finishing it.
Bring evidence: What did you make or fix, and which part would you willingly do again?
Use this activity in my plan →Investigative / analytical
4.00 / 5
All items scored · 8 of 8 ratings available
Enjoyment of investigating questions, examining evidence and working out why something happens.
Calculation and a practical next step
- Items in this dimension
- 8
- Responses used
- 8
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 32
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
32 ÷ 8 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Choose a question you can investigate with a small dataset or observation. Record your method and one alternative explanation.
Bring evidence: What evidence changed your first explanation, and what remains uncertain?
Use this activity in my plan →Creative / expressive
5.00 / 5
All items scored · 8 of 8 ratings available
Enjoyment of developing ideas and expressing them through writing, design, performance or other creative work.
Calculation and a practical next step
- Items in this dimension
- 8
- Responses used
- 8
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 40
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
40 ÷ 8 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Create something for a specific audience, request feedback, then make a second version. Include the revision process when judging enjoyment.
Bring evidence: Which creative choices did you make, and how did feedback change the result?
Use this activity in my plan →Helping / teaching
3.00 / 5
All items scored · 8 of 8 ratings available
Enjoyment of helping someone understand, learn or work through a practical problem.
Calculation and a practical next step
- Items in this dimension
- 8
- Responses used
- 8
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 24
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
24 ÷ 8 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Explain a topic to a willing peer or volunteer in a supervised activity. Listen first and check whether your help was useful.
Bring evidence: What did the other person need, and how did you adjust your approach?
Use this activity in my plan →Enterprising / leading
4.00 / 5
All items scored · 8 of 8 ratings available
Enjoyment of organising people around an idea, making proposals or taking responsibility for a shared outcome.
Calculation and a practical next step
- Items in this dimension
- 8
- Responses used
- 8
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 32
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
32 ÷ 8 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Propose a small group project with a clear goal, roles and constraints. Invite objections before deciding how to proceed.
Bring evidence: How did you gain agreement, handle disagreement and judge the outcome?
Use this activity in my plan →Organising / detail
5.00 / 5
All items scored · 8 of 8 ratings available
Enjoyment of organising information, following a process and checking details for accuracy.
Calculation and a practical next step
- Items in this dimension
- 8
- Responses used
- 8
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 40
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
40 ÷ 8 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Organise a small inventory, schedule or dataset. Add a check that would catch a missing or duplicated entry.
Bring evidence: Which error did your process prevent, and did you enjoy maintaining the details?
Use this activity in my plan →SELF-REPORTED RESPONSES
Career clusters
Three activities in each of twelve career areas give a starting point for exploring everyday work, rather than choosing a job title immediately.
Three activities cannot represent every role in a broad field. A lower response does not rule out the field; a higher response does not establish course admission or professional eligibility.
Technology & computing
3.00 / 5
All items scored · 3 of 3 ratings available
Interest in activities involving computing, digital systems and solving users’ problems with technology.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 9
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
9 ÷ 3 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Build a tiny digital tool or prototype for a real task. Test it with someone and repair one problem they encounter.
Bring evidence: Did you enjoy understanding the user and debugging, as well as creating the first version?
Use this activity in my plan →Engineering & design
4.00 / 5
Partial response coverage · 2 of 3 ratings available
Interest in designing, testing and improving physical systems under practical constraints.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 2
- Response coverage
- 67%
- Not enough experience
- 1
- Omitted
- 0
- Sum after scoring key
- 8
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
8 ÷ 2 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Build a simple model with a fixed material limit. Choose a measurable test, record failures and improve one feature safely.
Bring evidence: What trade-off did you make between performance, cost, materials or reliability?
Use this activity in my plan →Health & care
5.00 / 5
All items scored · 3 of 3 ratings available
Interest in activities connected with health, care and supporting people’s wellbeing.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 15
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
15 ÷ 3 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Compare the daily work and required training of two health roles using official course or professional information. Seek a supervised, non-clinical exposure opportunity.
Bring evidence: Which responsibilities, patient interactions and training demands attracted or challenged you?
Use this activity in my plan →Science & research
3.00 / 5
All items scored · 3 of 3 ratings available
Interest in asking testable questions, collecting evidence and explaining natural or social phenomena.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 9
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
9 ÷ 3 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Use a safe observation exercise or public dataset to investigate one question. Separate the result from what it cannot establish.
Bring evidence: What would someone need to repeat your investigation, and what might affect the result?
Use this activity in my plan →Business & enterprise
4.00 / 5
All items scored · 3 of 3 ratings available
Interest in how organisations understand needs, organise resources and deliver a useful product or service.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 12
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
12 ÷ 3 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Study a small service you know. Identify its customer, costs and one improvement, then test the idea through a conversation.
Bring evidence: Which need is real, what would delivery require, and what evidence supports your assumption?
Use this activity in my plan →Finance & accounting
5.00 / 5
All items scored · 3 of 3 ratings available
Interest in using financial records, calculations and checks to understand how money is managed.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 15
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
15 ÷ 3 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Create a fictional monthly budget or simple transaction record. Reconcile the totals and explain a discrepancy.
Bring evidence: Did you enjoy checking the records and explaining the numbers, not only reaching a total?
Use this activity in my plan →Law & public service
3.00 / 5
All items scored · 3 of 3 ratings available
Interest in rules, public decisions, rights, procedures and the needs of communities.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 9
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
9 ÷ 3 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Choose a public issue and compare two documented positions. Write a short brief separating evidence, rules and your own judgment.
Bring evidence: Whose perspective was missing, and which claim needed better evidence?
Use this activity in my plan →Arts & media
4.00 / 5
All items scored · 3 of 3 ratings available
Interest in creating and communicating stories, information or experiences for an audience.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 12
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
12 ÷ 3 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Produce a short article, visual story or audio piece for a defined audience. Check permissions and facts, then revise it after feedback.
Bring evidence: What did the audience understand, and which editorial decision improved clarity?
Use this activity in my plan →Education & helping
5.00 / 5
Partial response coverage · 2 of 3 ratings available
Interest in supporting learning, development or access to useful information and services.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 2
- Response coverage
- 67%
- Not enough experience
- 1
- Omitted
- 0
- Sum after scoring key
- 10
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
10 ÷ 2 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Prepare a short lesson or resource for a willing learner. Ask what they already know and check understanding afterwards.
Bring evidence: What evidence shows the learner benefited, and what would you explain differently?
Use this activity in my plan →Environment & sustainability
3.00 / 5
All items scored · 3 of 3 ratings available
Interest in activities involving natural resources, environmental evidence and practical sustainability problems.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 9
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
9 ÷ 3 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Observe a local resource-use problem or analyse public environmental data. Propose a feasible change and a way to check its effect.
Bring evidence: What was measured, what was assumed, and who would need to act?
Use this activity in my plan →Skilled trades
4.00 / 5
All items scored · 3 of 3 ratings available
Interest in practical work that involves tools, materials, careful technique and standards of workmanship.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 12
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
12 ÷ 3 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Observe a qualified practitioner or join a supervised beginner workshop. Focus on preparation, safety checks and repeated practice.
Bring evidence: Which parts required patience and precision, and what training or licensing would the role need?
Use this activity in my plan →Hospitality & experiences
5.00 / 5
All items scored · 3 of 3 ratings available
Interest in organising services and experiences around other people’s needs.
Calculation and a practical next step
- Items in this dimension
- 3
- Responses used
- 3
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 15
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
15 ÷ 3 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Plan a small event or service scenario with a schedule, resource limit and backup plan. Ask participants about their experience.
Bring evidence: How did you respond when needs changed, and did you enjoy the service work behind the event?
Use this activity in my plan →SELF-REPORTED RESPONSES
Values
Four statements for each of six priorities describe what matters to you in learning and work. Several priorities can matter at once, and real opportunities may involve trade-offs.
These responses do not determine your moral character or prove what a particular workplace will offer. Circumstances and responsibilities can change your priorities.
Autonomy
3.00 / 5
All items scored · 4 of 4 ratings available
The importance you place on having discretion over how you organise or complete work.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 4
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 12
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
12 ÷ 4 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Compare two opportunities for the choices you would actually control. Ask about supervision and responsibilities before assuming a title means freedom.
Bring evidence: Which decisions do you want to own, and where would guidance still help?
Use this activity in my plan →Stability & security
4.00 / 5
All items scored · 4 of 4 ratings available
The importance you place on predictability and stability in your learning or work situation.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 4
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 16
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
16 ÷ 4 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: List the forms of stability that matter to you, such as dependable schedules, clear expectations or an affordable training route.
Bring evidence: Which practical information would you need before deciding an option feels sufficiently stable?
Use this activity in my plan →Contribution
5.00 / 5
All items scored · 4 of 4 ratings available
The importance you place on work benefiting people, communities or causes you care about.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 4
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 20
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
20 ÷ 4 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Name the benefit you want to create and examine how a real role contributes to it in daily practice.
Bring evidence: Who benefits, through which tasks, and what evidence would show the contribution is useful?
Use this activity in my plan →Achievement
3.00 / 5
Partial response coverage · 3 of 4 ratings available
The importance you place on making progress, meeting challenges and seeing the results of your effort.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 3
- Response coverage
- 75%
- Not enough experience
- 1
- Omitted
- 0
- Sum after scoring key
- 9
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
9 ÷ 3 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Define a meaningful improvement you could demonstrate in a month. Choose evidence you control, rather than relying only on awards or comparison.
Bring evidence: What would count as progress, and how would you recognise it?
Use this activity in my plan →Supportive relationships
4.00 / 5
All items scored · 4 of 4 ratings available
The importance you place on supportive relationships and respectful collaboration.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 4
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 16
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
16 ÷ 4 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Ask about feedback, mentoring and team practices in an opportunity you are considering. Look for examples rather than broad culture promises.
Bring evidence: Which behaviours help you work well with others, and which support would you need?
Use this activity in my plan →Life balance
5.00 / 5
All items scored · 4 of 4 ratings available
The importance you place on having room for responsibilities and interests outside study or work.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 4
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 20
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
20 ÷ 4 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Map a realistic week for an option, including travel, independent study, work and other commitments. Check the assumptions with someone experienced.
Bring evidence: Which demands are flexible, and what would you need to protect in your schedule?
Use this activity in my plan →SELF-REPORTED RESPONSES
Learning & work habits
Six statements in each of three areas describe your reported recent routines: planning, practice and seeking support. Use them to identify a routine you can try next.
Reported habits are not a fixed learning style, intelligence measure or diagnosis. Available time, resources and support can affect what someone is able to do.
Planning
3.00 / 5
All items scored · 6 of 6 ratings available
Your reported routine of breaking work into steps, setting priorities and preparing for what is needed.
Calculation and a practical next step
- Items in this dimension
- 6
- Responses used
- 6
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 18
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
18 ÷ 6 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Choose one task, divide it into small steps and schedule the first step. Review what happened and adjust the plan once.
Bring evidence: What made the plan workable or difficult in your actual circumstances?
Use this activity in my plan →Deliberate practice
4.00 / 5
All items scored · 6 of 6 ratings available
Your reported routine of practising deliberately and using feedback to improve.
Calculation and a practical next step
- Items in this dimension
- 6
- Responses used
- 6
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 24
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
24 ÷ 6 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Select one narrow skill, attempt a small task, get feedback and repeat it with a specific change.
Bring evidence: What changed between attempts, and what evidence suggests the change helped?
Use this activity in my plan →Seeking support
5.00 / 5
All items scored · 6 of 6 ratings available
Your reported routine of recognising when support would help and approaching an appropriate person or resource.
Calculation and a practical next step
- Items in this dimension
- 6
- Responses used
- 6
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 30
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
30 ÷ 6 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Identify one unresolved question. Write what you have tried, ask a suitable person for specific help and record the next step.
Bring evidence: Was the support accessible, and what made it easier or harder to ask?
Use this activity in my plan →SELF-REPORTED RESPONSES
Decision readiness
Four statements in each of three areas describe your current exploration, use of information and ownership of a decision. They help identify the next question to resolve.
Readiness is not proof that one course or career is right. Uncertainty can be reasonable when information, opportunities or family circumstances are changing.
Exploration
3.00 / 5
All items scored · 4 of 4 ratings available
Your reported engagement with alternatives and experiences before narrowing a choice.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 4
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 12
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
12 ÷ 4 = 3.00, rounded to two decimals. No overall score combines the six sections.
Try this: Investigate one familiar option and one credible alternative through a small project, course sample or conversation.
Bring evidence: What did direct exposure reveal that a job title or promotional page did not?
Use this activity in my plan →Using information
4.00 / 5
Partial response coverage · 3 of 4 ratings available
Your reported use of relevant information to understand and compare options.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 3
- Response coverage
- 75%
- Not enough experience
- 1
- Omitted
- 0
- Sum after scoring key
- 12
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
12 ÷ 3 = 4.00, rounded to two decimals. No overall score combines the six sections.
Try this: Check two important claims against current official sources, such as prerequisites, course content or required professional registration.
Bring evidence: Which facts are confirmed, which are uncertain, and when was the information checked?
Use this activity in my plan →Decision ownership
5.00 / 5
All items scored · 4 of 4 ratings available
Your reported sense of involvement in a decision and ability to explain what matters to you.
Calculation and a practical next step
- Items in this dimension
- 4
- Responses used
- 4
- Response coverage
- 100%
- Not enough experience
- 0
- Omitted
- 0
- Sum after scoring key
- 20
- Reverse-keyed ratings used
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
20 ÷ 4 = 5.00, rounded to two decimals. No overall score combines the six sections.
Try this: Write your reasons for two options and discuss them with a trusted person. Separate your preferences from constraints and others’ expectations.
Bring evidence: Which part of the decision can you influence now, and what support would increase your options?
Use this activity in my plan →TASK PERFORMANCE
Reasoning tasks
Seven original tasks in each of six areas show what you solved in this particular set of numerical, verbal, pattern, spatial, mechanical and critical-reasoning questions.
These original pilot tasks do not produce a standardised IQ, ability percentile or diagnosis. Seven tasks provide a small sample, and familiarity, language, accessibility and the testing situation may affect performance.
Numerical reasoning
5 of 7 tasks solved
All items scored · 7 of 7 tasks attempted
Performance on this form’s small set of tasks involving quantities, calculations and data.
5 solved · 2 incorrect attempts · 0 not attempted.
Calculation and a practical next step
- Items in this dimension
- 7
- Responses used
- 7
- Response coverage
- 100%
- Explicitly skipped
- 0
- Omitted
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
One point for a correct answer, no negative marking. Skips and incorrect attempts remain separate. This count is specific to this set of tasks.
Try this: Choose a missed task type to practise. Write the quantities, units and steps, then check whether the answer is plausible.
Bring evidence: Was the obstacle understanding the information, choosing an operation, calculation or checking the result?
Use this activity in my plan →Verbal reasoning
4 of 7 tasks solved
All items scored · 7 of 7 tasks attempted
Performance on this form’s small set of language-based reasoning tasks.
4 solved · 3 incorrect attempts · 0 not attempted.
Calculation and a practical next step
- Items in this dimension
- 7
- Responses used
- 7
- Response coverage
- 100%
- Explicitly skipped
- 0
- Omitted
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
One point for a correct answer, no negative marking. Skips and incorrect attempts remain separate. This count is specific to this set of tasks.
Try this: Read a short passage and separate its stated facts from an inference. Point to the words supporting your answer.
Bring evidence: Did unfamiliar vocabulary, reading load or the reasoning itself make the task difficult?
Use this activity in my plan →Pattern reasoning
7 of 7 tasks solved
All items scored · 7 of 7 tasks attempted
Performance on this form’s small set of tasks involving patterns and relationships.
7 solved · 0 incorrect attempts · 0 not attempted.
Calculation and a practical next step
- Items in this dimension
- 7
- Responses used
- 7
- Response coverage
- 100%
- Explicitly skipped
- 0
- Omitted
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
One point for a correct answer, no negative marking. Skips and incorrect attempts remain separate. This count is specific to this set of tasks.
Try this: For a practice pattern, state the rule precisely and test it against every example before choosing an answer.
Bring evidence: Did your proposed rule explain all the examples, or only the first few?
Use this activity in my plan →Spatial reasoning
6 of 7 tasks solved
All items scored · 7 of 7 tasks attempted
Performance on this form’s small set of tasks involving positions, shapes or transformations.
6 solved · 1 incorrect attempts · 0 not attempted.
Calculation and a practical next step
- Items in this dimension
- 7
- Responses used
- 7
- Response coverage
- 100%
- Explicitly skipped
- 0
- Omitted
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
One point for a correct answer, no negative marking. Skips and incorrect attempts remain separate. This count is specific to this set of tasks.
Try this: Practise a transformation using a simple paper model or sketch. Track one landmark through each step.
Bring evidence: Which feature changed position or orientation, and could you explain the transformation without guessing?
Use this activity in my plan →Mechanical reasoning
5 of 7 tasks solved
All items scored · 7 of 7 tasks attempted
Performance on this form’s small set of tasks involving simple physical or mechanical relationships.
5 solved · 2 incorrect attempts · 0 not attempted.
Calculation and a practical next step
- Items in this dimension
- 7
- Responses used
- 7
- Response coverage
- 100%
- Explicitly skipped
- 0
- Omitted
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
One point for a correct answer, no negative marking. Skips and incorrect attempts remain separate. This count is specific to this set of tasks.
Try this: Use a safe diagram or supervised model to examine one principle. Identify the forces or connections before predicting the outcome.
Bring evidence: Which relationship supports your prediction, and which real-world details does the simplified model leave out?
Use this activity in my plan →Critical reasoning
3 of 7 tasks solved
Partial response coverage · 6 of 7 tasks attempted
Performance on this form’s small set of tasks involving claims, evidence and conclusions.
3 solved · 3 incorrect attempts · 1 not attempted.
Calculation and a practical next step
- Items in this dimension
- 7
- Responses used
- 6
- Response coverage
- 86%
- Explicitly skipped
- 1
- Omitted
- 0
Coverage describes how many items were answered; it is not a confidence or reliability percentage.
One point for a correct answer, no negative marking. Skips and incorrect attempts remain separate. This count is specific to this set of tasks.
Try this: Take a short claim and list its evidence, assumptions and a possible alternative explanation. Decide what additional information would help.
Bring evidence: Does the evidence support the exact conclusion, or only a narrower statement?
Use this activity in my plan →FROM A PROFILE TO A PLAN
Choose a useful next experience
Turn your responses into a course shortlist that balances interest, real coursework, entry requirements and practical circumstances.
These prompts follow the higher displayed interest averages, including exact ties. Choose what feels useful; small score differences do not prove one interest is stronger.
Creative / expressive
Create something for a specific audience, request feedback, then make a second version. Include the revision process when judging enjoyment.
Which creative choices did you make, and how did feedback change the result?
Draft this next step →Organising / detail
Organise a small inventory, schedule or dataset. Add a check that would catch a missing or duplicated entry.
Which error did your process prevent, and did you enjoy maintaining the details?
Draft this next step →Enterprising / leading
Propose a small group project with a clear goal, roles and constraints. Invite objections before deciding how to proceed.
How did you gain agreement, handle disagreement and judge the outcome?
Draft this next step →Investigative / analytical
Choose a question you can investigate with a small dataset or observation. Record your method and one alternative explanation.
What evidence changed your first explanation, and what remains uncertain?
Draft this next step →- Choose two or three course routes and inspect their current modules, assessment methods and entry requirements on official institution pages.
- Try a small project or introductory course task that resembles the work, then record what you learned about the demands.
- Compare total costs, location, support, professional recognition where relevant and attainable alternative routes.
- Discuss the shortlist using your grades, work samples and constraints alongside the assessment, then record the next information you need.
Keep preferences, demonstrated skills and practical constraints as separate notes. Written reflections belong in the counselling conversation and are not automatically scored.