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Question 1:How does your teenager keep track of homework, assessments and deadlines?
Select
(A) They mostly rely on memory or last-minute reminders.
(B) Information is kept in several places, and tasks are sometimes overlooked.
(C) They use a planner or calendar, but not consistently.
(D) They use one reliable system and check it regularly.
Question 2: When several assessments are due close together, what usually happens?
Select
(A) They focus only on whichever task feels most urgent.
(B) A parent or teacher usually has to tell them what to prioritise.
(C) They make a general plan but do not always follow it.
(D) They divide each assessment into smaller tasks and schedule them according to deadlines and importance.
Question 3: How early does your teenager usually begin preparing for a test or assessment?
Select
(A) One or two days beforehand.
(B) Three to six days beforehand.
(C) Approximately one to two weeks beforehand.
(D) They begin early and follow a staged preparation plan.
Question 4: Before studying, how clearly does your teenager know exactly what must be learned and practised?
Select
(A) They begin with whatever notes or textbook material they can find.
(B) They know the general topic but not the specific requirements.
(C) They have a topic list or some learning outcomes to guide them.
(D) They create a clear checklist using learning outcomes, assessment requirements and previous feedback.
Question 5: Which statement best describes how your teenager usually studies?
Select
(A) They reread or highlight class notes and textbook material.
(B) They rewrite or copy information into new notes.
(C) They make notes and complete some practice questions.
(D) They combine targeted notes, active recall, practice questions and revision over time.
Question 6: How often does your teenager test what they can remember without looking at their notes?
Select
(A) Rarely or never.
(B) Only immediately before a test.
(C) Several times while preparing for an assessment.
(D) Regularly throughout the topic and again before the assessment.
Question 7: What does your teenager usually do after making mistakes in practice questions or tests?
Select
(A) They move on without examining the mistake.
(B) They read the correct answer but do not attempt the question again.
(C) They correct and retry some mistakes.
(D) They identify why the mistake occurred and retry the question until they can answer it independently.
Question 8: After learning a new concept, how well can your teenager explain it in their own words without using notes?
Select
(A) They struggle to explain it even after studying.
(B) They mainly repeat wording from their notes or textbook.
(C) They can explain it when given a familiar example.
(D) They can explain it clearly, connect it to other ideas and provide their own example.
Question 9: When a question uses a verb such as explain, analyse or evaluate, how does your teenager decide what the answer requires?
Select
(A) They are usually unsure and attempt to guess.
(B) They write everything they remember about the topic.
(C) They understand some common verbs but use them inconsistently.
(D) They use the verb, mark allocation and criteria to determine the depth and structure required.
Question 10: How does your teenager respond to an unfamiliar or more difficult assessment question?
Select
(A) They often do not know where to begin.
(B) They can recall facts but struggle to apply them to the question.
(C) They can apply the concept with some prompting or guidance.
(D) They identify the relevant concept, adapt their knowledge and construct an answer independently.
Question 11: If your teenager’s results do not improve, which consequence concerns you most?
Select
(A) A loss of academic confidence or motivation.
(B) Reduced access to preferred subjects or higher-level classes.
(C) Fewer university degree options.
(D) Less choice over universities, degrees and future career pathways.
Question 12.Which statement best describes the academic concern that brought you to this assessment?
Select
(A) We want reassurance that our teenager is academically on track.
(B) Their results are inconsistent across subjects or assessments.
(C) Their test results do not reflect the effort they are making.
(D) Their current results are substantially below what they need to achieve their goals.
Question 13: What level of improvement is your family seeking?
Select
(A) A small improvement in one subject or assessment.
(B) More consistent results across the school year.
(C) A significant improvement in one or more subjects.
(D) A major academic improvement that expands their future options.
Question 14: How soon would your family be ready to begin a consistent academic program if one were recommended?
Select
(A) We are currently gathering information only.
(B) After an upcoming holiday or other commitment.
(C) Before the next major assessment period.
(D) As soon as an appropriate place becomes available.
Question 15: How does your teenager currently feel about improving their results?
Select
(A) They do not believe they need additional support.
(B) They are concerned about their results but resistant to changing their approach.
(C) They want to improve but do not know what to do differently.
(D) They are motivated and willing to follow a structured academic plan.
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