This checks self-reported application evidence. It does not predict admission or compare you with other students. Complete the required details and consent after the questions to reveal your result.
You can use this check to plan a first project. You do not need to prepare an application now.
Your view of the student's evidence
An example can be schoolwork, a home project, caring responsibilities, volunteering or paid work. It does not need a paid certificate.
Your results are ready.
Complete every required field to see your application evidence result. Fields marked * are required. The two follow-up options are optional.
What is already working
Fix this first
Your next 7 days
Your evidence worksheet
| Work / file | What I did | What I learned | Course requirement it supports |
|---|---|---|---|
| ___ | I ___ | I changed or learned ___ | Exact requirement + official page + date, or still missing |
Your answers, in plain words
Keep your plan
Save the tasks and worksheet to use this week.
Your result is ready to download.
How this check works
Eight evidence responses use values 0, 1 and 2, weighted 15, 15, 20, 10, 10, 10, 10 and 10. Evidence readiness is the sum of weight times response divided by 2. Unclear subject direction, an unchosen project area or exploration comes first; no work sample then routes to building one. Below 50 also routes to building a sample. At least 75 with checked course requirements routes to human application review; otherwise organise evidence. Classification uses unrounded scores. The lowest response ratio identifies the next evidence gap, with ties in question order. These proposed rules describe self-reported evidence, not authenticity, academic potential or admission chances.
No institution prestige, budget or paid certificate adds points. Parent responses are labelled as a parent view. These thresholds are design rules, not measured predictive accuracy.
| Item | Weight |
|---|---|
| Can you find and explain the academic records relevant to your next course? | 15 |
| Can you explain why you want the subject, using something you have actually studied or tried? | 15 |
| Do you have a piece of work that shows you exploring that subject or a related problem? | 20 |
| Can you explain what you learned, changed or found difficult while doing that work? | 10 |
| Have you used feedback from a teacher, mentor or peer to improve a piece of work? | 10 |
| Can you show sustained effort on something meaningful, rather than only listing activities? | 10 |
| Can you describe your contribution clearly in your own words? | 10 |
| Have you compared your evidence with the current official requirements of a course you might apply to? | 10 |
Example: answering Partly to all eight evidence questions gives (15 + 15 + 20 + 10 + 10 + 10 + 10 + 10) ÷ 2 = 50. Choosing a project area and an application goal then routes to organising evidence. If the subject direction is Not yet, clarification comes first.
Content updated: . Prepared for publication; not yet published.
A guide to useful application evidence
Start with work you can explain
Open a piece of work you have already done. Can you explain the question, your contribution and what you learned without relying on the activity title? That is a useful starting point for this check. A school assignment, a home project or a responsibility you sustained can give you something concrete to discuss.
Use the same standard for every answer
Choose Not yet when you cannot point to the evidence. Choose Partly when something exists but you cannot find it or explain it clearly. Choose Yes when you can point to a clear example. You do not need to upload it here. Answer from what exists today, not what you intend to finish later.
Keep the question beside the output
A finished poster or spreadsheet tells only part of the story. Keep a short note explaining the problem, the choices you made and what the output can and cannot show. For team work, distinguish your own contribution from the shared result. Do not turn someone else's work into a personal claim.
Make feedback visible
Save a first version and a revised version. Write down the feedback you used and why. If you decided against a suggestion, explain that decision too. Reflection can include an unfinished idea or a failed approach when you can describe what it taught you.
A fictional worked example
This is an invented illustration, not a student success story. A learner compares two ordinary pricing choices using publicly displayed information. Their first explanation overlooks quantity differences. A peer notices this. The learner revises the comparison, records the limitation and explains how the conclusion changed. The useful evidence is the reasoning and revision, not a claim about winning admission.
Choose a safe, manageable project
Use materials you already have, public sources or invented data. Avoid hazardous materials, medical interventions and collecting other people's sensitive information. A mentor can narrow the idea to your context. Do not assume that a costly certificate or a prestigious activity title makes a piece of work more relevant.
Check the actual course
Keep a simple requirements list with the official source and the date you checked it. Compare the requested evidence with what you can show. A course might ask for something different from this general check. Neither a high total nor a review result confirms eligibility, admission chances or application completeness.
Use the result to choose one next action
If direction is unclear, try a small task before committing to a bigger project. If a sample is missing, build one. If work exists, organise its explanation and check requirements. If the evidence can be explained, bring it to a human review. These are planning routes; they are not rankings of applicants.
For parents and earlier students
A parent response reflects what the parent has seen. Ask the student which parts they would answer differently and look at the work together. Before Class 11, the useful next step may simply be a first project. There is no need to turn every interest into an application activity.
Understand the four next steps
These are general descriptions. Your personal result is revealed after all questions and the required details.
Choose a direction for your next piece of work
Start with a question you would like to answer. A subject label can stay provisional while you try a small task.
Try this sequence
- Write one question in your own words. Pick a task that can use materials or public information you already have.
- Complete a small first version. Keep a record of one decision and one thing you could not explain.
- Discuss what interested you with a teacher or mentor. Choose whether to continue, narrow the question or try another field.
Ask a reviewer
- What part of this task made me want to learn more?
- What would a small finished example look like with the time and access I have?
Build one piece of evidence you can explain
An activity title alone does not show your work. Aim for one example with a visible question, a finished version and a record of how it changed.
Try this sequence
- Choose one manageable output: a short analysis, working tool, revised piece or safe observation log.
- Save the first version and your working notes. Ask a teacher, peer or mentor for feedback on one specific issue.
- Revise the work and explain what you changed. Keep the limitations beside the result instead of hiding them.
Ask a reviewer
- Which existing school or home task could become a useful sample?
- What evidence would show my own contribution?
Make your existing work easier to understand
You may already have useful material scattered across notebooks, folders and messages. Make it understandable before adding another activity.
Try this sequence
- List the work you can actually locate. For each item record the question, your role, the output and what you learned.
- Select a relevant example and attach a brief reflection plus a before-and-after revision where available.
- Read the official requirements of a possible course. Mark which requirement each example addresses and which gaps need checking.
Ask a reviewer
- Which example answers an actual course requirement?
- What is unclear to someone seeing this work for the first time?
Bring your evidence to an application review
Use this result to prepare a review conversation. The reviewer still needs the real programme requirements and the evidence itself.
Try this sequence
- Locate the official course page and current application instructions. Record the page and the date you checked it.
- Bring selected work, academic records and a clear account of your contribution. Share private documents only through an agreed channel.
- Ask the reviewer to identify missing evidence and the next check. Staff can determine whether domestic or abroad support is relevant.
Ask a reviewer
- Does each example address the actual question this course asks?
- Which claims need evidence or a clearer description before submission?
Questions you might have
Does this predict admission to a top university?
No. It checks the evidence you say you have, not the chance of an offer.
Do I need expensive activities?
No. The check values relevant work you can explain, including schoolwork and self-directed projects.
Can this replace checking a course's requirements?
No. The requirements of the actual course must be verified separately.
What does evidence readiness mean?
It summarises what you say you can find, show and explain. It does not check authenticity, academic potential or how you compare with other applicants.
Why can a high total still suggest building a sample?
If you have no piece of work to show, the next step is to build one. Unclear subject direction takes priority even before that. The route uses these rules before the total.
Can a parent answer?
Yes. Choose the parent option and answer from what you have seen. The result is labelled as your view of the student's evidence. Discuss it with the student before making an application plan.
Can I use this before Class 11?
Yes. Earlier students receive a first-project message. You do not need to prepare an application now. Use schoolwork or a safe home project and ask a parent or guardian to help with the required details.
Why do you ask for my details before the result?
This quiz requires contact details, education context and the required consent boxes before revealing a personal result. Optional guidance and provider-contact choices are separate. If online saving cannot be confirmed, you can still download the result after completing the form.
Do budget or paid activities change my score?
No. Only the eight evidence answers contribute to the total. Project area and study goal can change the next-step route. Budget, institution and optional contact permissions do not improve the score.
What should I bring to a human review?
Bring the official course requirements, a relevant piece of work and a short account of your contribution, feedback and revisions. Do not upload private records to this quiz. A reviewer must check the actual application context.