Frequently Asked Questions - AchieveWorks Aptitudes

Frequently Asked Questions - AchieveWorks Aptitudes

Which Aptitudes are measured?
More information on the eight aptitudes measured in AchieveWorks® Aptitudes can be found here. 
Why are there so many different parts to the assessment?
The 11 individual assessment sections reflect the complex and multi-dimensional nature of cognitive abilities. By measuring each aspect independently, AchieveWorks Aptitudes provides a more detailed and accurate picture of a student's current strengths. This structure also supports more meaningful alignment with career pathways that suit a student’s aptitude profile. Additionally, the varied assessment formats offer greater accessibility for students with different learning needs, as some assessment types may be more suitable than others for particular individuals.  
Do students need to complete all of the assessment sections?
Students are not required to complete all 11 sections at once, and in some cases, not all of them may be necessary. Completing the full set typically takes about ninety minutes, so we recommend spreading this out over multiple sessions. Results are available for each aptitude as soon as all related sections for that aptitude are completed, offering valuable insights along the way. Completing the full set does allow for better matching to career opportunities.
For students with specific learning difficulties, it may be appropriate to omit certain sections based on individual needs. Educators and support staff are encouraged to use professional judgment when adapting the assessment experience.
Why do some aptitudes have two parts?
Five of the eight aptitudes are measured using a single assessment section. However, Fluid Reasoning, Processing Speed, and Memory are each measured using two distinct sections—one in a perceptual modality and one in a symbol-based modality.
  1. The perceptual modality involves direct interpretation of images or shapes—information that is processed visually and literally.
  2. The symbol-based modality uses abstract symbols such as letters, numbers or words—systems of meaning that must be learned and interpreted.
By assessing these aptitudes in both modalities, the tool provides a more complete and differentiated picture of a student’s cognitive strengths. Only these three aptitudes were found to be practically and meaningfully measurable in both formats. For example, mathematical reasoning relies heavily on symbolic processing, so a perceptual version of that assessment would not provide a valid or distinct measure.
What is considered a good score?
There is no “good” or “bad” score when it comes to aptitudes—only a reflection of your current stage of development. Think of it like a snapshot of your height at a certain age: it simply shows where you are right now. The key difference is that, unlike height, aptitudes can continue to grow and improve with focused effort and practice.
The goal of the assessment is not to rank or label students, but to help them understand their strengths and identify areas for further development. Every student has the potential to build their aptitudes over time.
Why are there time limits?
Time limits are an essential part of the assessment process for several reasons. First, they contribute directly to the accuracy of what is being measured. For aptitudes such as fluid reasoning or spatial ability, response speed is a key component. If two individuals arrive at the correct answer, the one who does so more quickly demonstrates a higher aptitude in that area.
Time limits also help preserve the integrity of the assessment. The limited timeframe discourages students from seeking outside help—such as using online searches, AI tools or assistance from others—because doing so would likely prevent them from completing the assessment on time.
In addition, time constraints help students stay focused. Research has shown that when people know they have a set amount of time to complete a task, they are more likely to remain engaged and perform to their potential. Without time limits, students may be more prone to distractions, which can reduce the reliability of the results.
That said, time pressure may affect some learners differently. For students with specific learning needs, counselors and educators can modify time limits to ensure a more equitable and accessible assessment experience.
What if a student doesn't achieve the results they expected?
It’s important to remember that there is no such thing as a “good” or “bad” score on the AchieveWorks® Aptitudes assessment—only a snapshot of the student’s current stage of development in specific areas. Each aptitude reflects just one dimension of a much broader set of abilities, and a low measure in one or more aptitudes does not define a student’s overall academic or career potential.
If a student receives results that seem unexpectedly low, a conversation with a counselor, teacher or other educational professional is strongly recommended. The report includes development tips for each aptitude, and the results can serve as a starting point for goal setting and skill building.
When multiple aptitudes appear underdeveloped, it may be helpful to consider the following questions:
  1. Was the student rested, focused and ready to engage with the assessment that day?
  2. Did they read the instructions and examples carefully?
  3. Were they aware of and prepared for the time limits?
  4. Could they benefit from strategies for taking timed assessments?
  5. Are any testing accommodations appropriate for this student?
  6. How do the results compare with the student’s performance in related school tasks?
Assessment results are most useful when interpreted in context and used as a tool for reflection and growth, not as a judgment.
Can students retake the assessment, and if so, when is it appropriate?
Retakes are permitted in certain cases but should be approached with caution. If a student feels that their results do not accurately reflect their abilities, they should discuss the concern with a counselor or other educational professional. If both agree that a retake is appropriate, the professional can reset the assessment.
However, retaking an assessment too soon can compromise the validity of the results. Once a student has seen the questions, familiarity with the content may artificially inflate their score on a second attempt. A retake should only be considered after enough time has passed that the student is unlikely to recall specific items—this may vary by individual, but a general guideline might be around a month.
Retaking the assessment in subsequent school years to measure growth is appropriate. This can provide a meaningful view of how a student’s aptitudes have developed over time.
Is the assessment accessible for students with special learning needs?
AchieveWorks® Aptitudes is designed with accessibility in mind and adheres to WCAG guidelines for digital accessibility. However, due to the nature of some assessment content, not all sections can be fully adapted to meet every need. For example, certain questions in the spatial aptitude section rely on interpreting three-dimensional images that cannot be read by screen readers or meaningfully translated into alternative formats.
In such cases, professionals are encouraged to disable assessment sections that may present barriers and focus on those that are more adaptable for the student’s abilities. Time limits for individual sections can also be adjusted to better support students who require additional processing time.
In general, AchieveWorks® Aptitudes may not be appropriate for students who require extensive accommodations or have highly modified learning plans or IEPs. Final decisions about whether to administer the assessment should be made collaboratively by educational professionals and the student’s parent or guardian, with the student’s best interest in mind.
What happens if a student exits an assessment section before finishing?
If a student exits an individual assessment section before completing it, the system will automatically lock that section. Any responses submitted up to that point will be scored, and a final result will be calculated based on the completed portion. The student will not be able to return to or resume the same section once it has been exited.
Students are reminded during the introduction screens to set aside uninterrupted time before beginning each assessment section. This design helps maintain the validity of the results and protects the integrity of the content by discouraging workarounds or attempts to seek outside help during testing.
If a student is unable to complete an assessment section due to extenuating circumstances, a counselor or other educational professional may choose to reset that specific section. For guidance on retake procedures, please refer to the related FAQ: "Can students retake the assessment, and if so, when is it appropriate?"
What should a student do if they don't know the answer to a question?
This is an important conversation to have before a student begins the assessment. Each question offers five response options: four content-based choices and a fifth option, “Don’t know.” This option is included to discourage random guessing and ensure results reflect what the student truly knows or can do.
The scoring system is designed to account for the chance of guessing. A correct answer earns +1.0 point, but an incorrect answer results in a deduction of -0.25 points. The reason for this penalty is statistical: with four content options, a random guess has a 25% chance of being correct, which could unfairly inflate scores over time.
If a student genuinely does not know the answer and cannot eliminate any options, they are encouraged to select “Don’t know,” which is scored as 0 points—no gain, but no penalty. However, if the student can confidently narrow the options down to two, it may be worth making an informed guess, as the odds of selecting the correct answer increase to 50%.
This approach rewards knowledge and thoughtful decision-making while discouraging pure guessing, helping to produce more accurate and meaningful results.
A student seems unhappy with their top matching careers. What is going on?
The career list is based only on the completed aptitudes. If only a few are complete, there is not very much information available to determine matching careers. And, more importantly, aptitudes do not necessarily predict whether someone will enjoy a particular job. Aptitudes indicate the likelihood that specific cognitive abilities can be developed to perform a certain job. The matching list for Aptitudes is intentionally long. It is best to combine aptitude with other career filters, such interests, career clusters and personality, which then shortens the list to careers that align with both capability and preference. 
What if a student is interested in a career that does not appear in their career matches?
Aptitudes can be developed to some degree and while they are a strong predictor of one’s ability to develop the specific skills needed in a career, they are not an absolute predictor. Motivated and hard-working individuals can find a way to be successful with almost any career goal. The matching list is more meant for students needing guidance. If a student already has a specific career goal in mind, they can use their aptitude measures as a benchmark to identify any aptitudes needing development for their specific career goals. 
 

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