At the end of their school life, secondary school students often find it difficult to estimate their levels of knowledge and skills and whether they are sufficient to start and succeed in higher education. Indeed, in Belgium, the disparity between secondary school pupils is very large as there is no standardised certification test (Vieillevoye, Wathelet, Romainville, 2013). Giving students the opportunity to estimate their level of mastery of basic concepts in biology, chemistry and physics and to assess their scientific competence is the subject of this project. The underlying assumptions are, on the one hand, that a better knowledge of their abilities gives students a responsible choice and optimal orientation in their higher education (Taylor -Bedford; 2004) and, on the other hand, that the quality of the education received remains crucial for academic success (Lizzio, Wilson -Simons; 2002). The site’s tree structure is based on an analysis of the new competence frameworks for Belgian secondary education and the transversal skills required to start and complete higher scientific studies. These transversal competences have been identified through questionnaires initially submitted to university professors and their assistants, as well as to secondary school science teachers. Today, more than 600 questions in biology, chemistry and physics have been produced and validated. These have increasing levels of difficulty: some test knowledge of basic concepts, others test the ability to apply them, and finally questions measure the ability to transfer such knowledge. Starting from this question bank, two types of tests comprising six to ten questions of increasing difficulty were designed: the “Minimum Required” tests and the “Expert Level” tests. Full feedback (a detailed solution normally expected with theoretical reference points) for each of the questions asked is given to internet users. In the context of the Colloquium, we will present the background to the construction of the site, its architecture, how questions and tests have been designed and categorised, how the level of performance is communicated to internet users, examples of questions, initial assessments, and finally limitations and prospects.