NexRise™ & NexReach™ — one science, built for who's taking it
NexRise™ for students and NexReach™ for adults — the same validated engine, tuned to two audiences, taken by each person in their own language.
A 14-year-old and a 40-year-old are not asked the same questions
Adult career surveys given to school students return noisy answers, because the questions assume a working life the student has not had yet. NexRise™ and NexReach™ ask differently and score the same way.
NexRise™
For secondary and vocational students. Asks through situations a 12–18 year old has actually been in, and maps them onto study routes.
NexReach™
For adults changing direction — re-skilling, outplacement, municipal employment services. Reads work styles and readiness to go independent.
How an answer in any language becomes the same signal
Switch languages and toggle between NexRise™ and NexReach™ to inspect the five assessments behind a profile.
What the assessments measure
Five assessments, each with its own scales — interests, personality baselines, work styles, work values and learning modalities.
Native-Language Intake
Native translations ensure immigrant and multicultural students complete assessments without language barriers.
Long enough to be reliable, short enough to finish
A short, adaptive intake — long enough to be reliable, short enough that people finish it.
Five assessments
Holland RIASEC, Big Five, Work Styles, Work Values and VARK Learning Modalities — each scored on its own scales.
A minor never gives an email address
Students access assessments via anonymous 1-click school keys. No minor email addresses are collected.
One instrument set, taken in the language a person thinks in
NexRise™ and NexReach™ are built on published instruments — Holland RIASEC, Big Five, work styles, work values and VARK — and each market's version is written for that market rather than machine-translated into it.
Why own-language intake matters
In a comparative study across six European countries, the share of immigrant-background students speaking a language other than the school's teaching language at home ranged from 18% to 82%. Reading in a second language is consistently slower and more effortful, even for proficient speakers — that gap becomes noise in an assessment, not signal.
Source: PISA-based comparative study, six European countries — full attribution on /data-sources.
Ready to put the intake in your clients' own language?
What those answers become, and how the ranking is computed. See NexEngine™