Since the Achilles’ heel sheet (AHS) was first piloted in undergraduate translation courses at the University of Granada (UGR) in the early 2000s (Way, 2003, 2008), a considerable number of years have elapsed. During this time the AHS has been modified and refined to meet the growing needs of translator trainees. This article will describe the improvements made to the AHS over the last 14 years and also describe how, after initially being used in translation modules, it has also been used in the Translation Professions module of the Foundations of Professional Translation 1 subject1 of the postgraduate Master’s Degree in Professional Translation. The introduction of the AHS in employability training has allowed us to align formative and summative assessment. By blending the use of diagnostic assessment, the AHS and the final summative assessment activity of the module, trainees are immersed in self-reflective situated learning. The activities not only guide them through an authentic first job application, but also promote self-regulated lifelong learning, critical thinking and introduce them to the importance of continuous professional development (CPD).Since the Achilles’ heel sheet (AHS) was first piloted in undergraduate translation courses at the University of Granada (UGR) in the early 2000s (Way, 2003, 2008), a considerable number of years have elapsed. During this time the AHS has been modified and refined to meet the growing needs of translator trainees. This article will describe the improvements made to the AHS over the last 14 years and also describe how, after initially being used in translation modules, it has also been used in the Translation Professions module of the Foundations of Professional Translation 1 subject1 of the postgraduate Master’s Degree in Professional Translation. The introduction of the AHS in employability training has allowed us to align formative and summative assessment. By blending the use of diagnostic assessment, the AHS and the final summative assessment activity of the module, trainees are immersed in self-reflective situated learning. The activities not only guide them through an authentic first job application, but also promote self-regulated lifelong learning, critical thinking and introduce them to the importance of continuous professional development (CPD).