ETAMANNA HELP CENTRE
How can we help you?
Choose who you are, then open a question to view its answer.
FAQs for Students
For students taking the eTamanna test.
The test can help you understand your strengths and abilities and may help you explore different educational and career possibilities.
No. ETAMANNA is different from a school examination. It is an aptitude assessment and is not meant to test how much of the syllabus you have studied.
You generally do not need to prepare like you would for a school examination. It is more important to understand the instructions, stay relaxed and answer honestly.
ETAMANNA report provides information about performance across different aptitude areas. Read the report carefully and try to understand what the different areas indicate about your strengths and areas for development. If you find any part of the report difficult to understand, discuss it with a teacher, counsellor or career guidance professional.
ETAMANNA can provide information about different aptitude areas. One can combine this information with their interests and discuss different possibilities with a counsellor to explore suitable options.
No single test can decide your career for you, however, ETAMANNA can provide information about your strengths and specific abilities that may help you explore suitable educational and career options. Your interests, values, personality, experiences and aspirations are also important for selecting a career.
Yes. ETAMANNA can help you understand your abilities and identify some of your strengths. This information can help you explore different educational and career options.
Do not immediately change your career goal. Discuss the results with a teacher, counsellor or career guidance professional and consider your interests, abilities and goals along with the assessment results.
Yes. Career decisions involve many factors. The ETAMANNA report is one source of information and should be considered along with your interests, goals, academic performance and other relevant factors.
No. Career planning should consider multiple factors, including aptitude, interests, personality, values, academic performance, opportunities and personal goals.
No. Different students have different patterns of strengths and abilities. The purpose of the assessment is to understand your individual profile rather than compare you with your classmates.
Yes. The assessment can provide information about your aptitudes and help you begin exploring different possibilities. It is a starting point for career exploration, not a final decision-making tool.
If counselling is available to you, open the Counselling section after signing in, choose a counsellor, pick a date and an available time slot, then confirm. You will see a confirmation and can add the appointment to your calendar. A confirmation is also sent to your registered email.
Yes. Go to “My appointments”, open the appointment and choose Reschedule, then pick a new time. There is a limit on how many times an appointment can be rescheduled, and rescheduling is not allowed once it is very close to the appointment time.
Yes. Open the appointment under “My appointments” and choose Cancel. You can add an optional reason. Cancellation is not possible once it is very close to the appointment time. The counsellor is notified when you cancel.
The note you add is private. It is stored securely and is only visible to the counselling team on the appointment’s detail page. It is never shown in lists, emails or reminders. You can also see your own note if you download your personal data.
FAQs for Parents
For parents and guardians discussing the results with their child.
Explain that aptitude profiles are meant for individual understanding. Different students can have different patterns of abilities, so comparing profiles may distract from understanding one's own strengths and possibilities.
There is no need to make an immediate decision based only on the results. Encourage your child to understand their aptitude profile, particularly their areas of strength, and explore how these strengths relate to different educational and career options. The results should be considered along with the child’s interests, aspirations and relevant educational information. If the child is also considering a change in stream or subject selection, discuss the available options carefully and see how they align with the child’s strengths, interests and future career possibilities. The eTamanna results should support exploration and informed decision-making rather than be used as the sole basis for choosing or changing a stream or career.
A low score in one aptitude should not be a cause for immediate concern. Use the result as an opportunity for discussion and focus on your child’s overall aptitude profile, including their areas of strength. Explore your child’s aptitudes, interests, personality and aspirations together rather than changing or enforcing a career plan based on a single score. If further support is needed, a school counsellor, career counsellor or qualified guidance professional can help interpret the aptitude profile and support informed decisions regarding subject/stream selection and future career options.
Not solely on the basis of eTamanna. A career decision should consider the complete aptitude profile together with interests, personality, educational opportunities and other relevant factors.
Use open-ended questions, listen before suggesting options, and avoid turning scores into expectations. Keep the discussion focused on understanding and exploration rather than requiring the child to make an immediate educational or career decision.
Discuss it without labelling the child as “weak” or “not capable.” Focus on the complete aptitude profile, acknowledge the child’s areas of strength, and discuss how their aptitudes, interests and aspirations can be considered together while planning their future educational and career goals.
If you or your child need help understanding the profile or connecting it with educational and career options, discussing the results with a teacher, teacher-counsellor or school counsellor can be useful.
Help your child understand that eTamanna is not a pass-or-fail examination and that the results do not define their abilities or future possibilities. Listen to why your child feels the results may not reflect them and acknowledge their own experiences, interests and aspirations. Encourage them to look at their overall aptitude profile and recognise their areas of strength rather than viewing individual scores as successes or failures. The eTamanna profile can be discussed with a teacher, counsellor, career counsellor or guidance professional, along with the child’s interests and aspirations, to support informed educational and future career decisions.
Explain that the results provide information about different aptitudes; they do not determine the child's future. Educational and career decisions involve several factors, including interests, personality, aspirations, opportunities and experiences.
eTamanna should not be interpreted as an overall measure of whether a child is intelligent. It looks at performance across seven specific aptitude areas. Each child may show a different pattern of strengths across these areas.
No. A profile with similar performance across several areas can indicate that the child has multiple areas to explore. Rather than trying to identify one “best” aptitude, discuss the child's interests and experiences alongside the profile.
Avoid statements such as “You are weak in this,” “You cannot do this subject,” “You cannot opt for Science/Commerce/Arts (Humanities),” or “This test proves what career you should take.” eTamanna results are meant to support understanding and informed decision-making rather than labelling or restricting the child. The choice of stream should not be based on a single aptitude score; the child’s overall aptitude profile, strengths, interests, aspirations and future career goals should be considered together while making the decision.
Yes. School examinations mainly reflect learning and performance in particular subjects, whereas eTamanna focuses on aptitude. Therefore, academic marks and aptitude results need not show exactly the same pattern.
eTamanna is not a school examination for which the goal is to maximise every score. Children may show different levels of strength across different aptitude dimensions, and each dimension reflects a different kind of ability. For example, a child may show greater strength in numerical aptitude, while another may demonstrate stronger verbal, spatial or mechanical aptitude. These differences help in understanding the child’s aptitude profile and identifying areas that may be relevant to different educational and career pathways. Therefore, before arranging coaching specifically to improve a lower score, focus on understanding the child’s overall profile, strengths, interests, educational needs and future career goals.
FAQs for Teachers
For teachers and counsellors guiding students on subjects, streams and careers.
The student’s aptitude scores related to numerical, reasoning, spatial, and other relevant abilities can be considered for Science. Interest and performance in Mathematics and Science should also be considered.
Commerce may be explored if the student shows suitable numerical, verbal and abstract reasoning, and other related abilities. Interest in subjects such as Accountancy, Economics, Business Studies, and Mathematics should also be considered.
Humanities may be explored if the student has strengths in verbal, reasoning, language, and related areas. Interest in subjects such as History, Political Science, Geography, Psychology, Sociology, and Languages should also be considered.
It means that the student has strengths in different areas. This may provide more choices of subjects, streams, and careers.
A low score means that the student has shown comparatively less strength in that particular area at present. It does not mean that the student cannot improve or succeed in related subjects.
Compare the student’s aptitude strengths with the subjects required in both streams. Also discuss which subjects the student enjoys and performs well in. This can help the student make a more informed choice.
The combination of strengths should be considered rather than looking at each score separately. The teacher can identify subjects and career areas that use more than one of these abilities. The student’s interests, academic performance, and future preferences can then help in narrowing down the options.
First discuss the student’s stronger aptitude areas. Then discuss suitable subjects, possible streams, and related career options. Encourage the student to consider personal interests and academic performance before making the final decision.
It may indicate that the student has the potential for numerical work but is not performing according to that potential in the classroom. The teacher may explore reasons such as lack of interest, inadequate practice, learning gaps, study habits, or other difficulties. Appropriate academic support and encouragement may help the student improve.
Not necessarily. High aptitude indicates potential, but interest is also important for successful learning and better performance. The teacher should discuss why the student does not prefer Science and explore other streams and subjects where the student’s strengths can also be used.
High Verbal Aptitude is an additional strength and does not mean that the student should avoid Mathematics or Science. The student’s numerical, spatial, reasoning, and other relevant scores, along with classroom performance and interest in Mathematics and Science, should also be considered.
Such a student may have several suitable options. The teacher should give greater attention to the student’s interests, favourite subjects, academic performance, future aspirations, and preferred type of work. The student should be helped to compare different options rather than being directed towards only one stream.
The teacher should discuss the student’s aptitude profile, interests, academic performance, and preferences with both the student and parents. The advantages and requirements of different streams should be explained. The student’s own interests and strengths should be an important part of the final decision.
The student may explore areas where spatial ability is useful, such as design, architecture, visual communication, animation, technical drawing, and other spatially oriented fields. However, the requirements of each course should be checked, as some may also require good Mathematics or other abilities.
No. The test result is one important source of information. Interest, academic performance, motivation, personality, opportunities, and the student’s own preferences should also be considered.
