10–15 min
TI-IPrimaryLower secondaryUpper secondary
2x2 Figural Analogy
Figural reasoning
School counsellor
School guidance service
10–15 min
View details
A holistic student assessment ecosystem
Assess a student without reducing them to a single score
A structured set of 21 instruments spanning attention and cognitive skills, social-emotional development, digital safety and advanced guidance screening.
21 assessment instruments
Average 15–20 min
4 assessment areas
Academic · Social-Emotional · Digital Safety · Advanced Screening
21 instruments, four areas, one guidance flow
A four-step guidance cycle
The system fits the existing flow of a school or clinic: catch the early signal, measure in the relevant area, refer to the right unit, look again after 3–6 months.
21 assessment instruments
Average 15–20 min
4 assessment areas
Academic · Social-Emotional · Digital Safety · Advanced Screening
For schools, clinics and guidance services
One view across the class and the school
From the individual report to the whole school: the same data at a different scale, with period-on-period comparison and risk indicators.
21 assessment instruments
Average 15–20 min
4 assessment areas
Academic · Social-Emotional · Digital Safety · Advanced Screening
3
Level
15–20 min
Duration
Introduction
What the system is for
Handling student development in a multi-dimensional, structured way instead of reducing it to a single score.
The data a guidance service holds is usually scattered: each instrument sits in its own form, results cannot be compared with one another, and what changed between terms cannot be seen. Under those conditions measurement happens, but the decision still falls back on intuition.
Nefura ties that scatter into a single structure. Four assessment areas, 21 instruments and a shared reporting layout, all built to be read in the same language.
How it works
Notice, assess, refer, follow up
The system sets up a four-step cycle that fits the existing flow of a school or clinic.
01
Notice
Catch early signals at screening level.
02
Assess
Apply a structured measure in the relevant area.
03
Refer
Pass the support need to the right unit.
04
Follow up
Measure again after 3–6 months to track the course.
Assessment Areas
See moreFour areas, 21 instruments
Twenty-one instruments are organised under four complementary areas. Each area answers a different question.
ASA · 7 instruments
Academic Skills and Attention
Attention, visual-cognitive processing, problem solving and memory.
View details SED · 7 instrumentsSocial and Emotional Development
Self-perception, wellbeing, social relationships and coping skills.
View details PDS · 3 instrumentsPeer and Digital Safety
School climate, peer relationships and risk behaviour in digital settings.
View details AGS · 4 instrumentsAdvanced Guidance Screening
Structured screening instruments for more detailed guidance needs.
View detailsWhy Nefura
Four principles that make measurement comparable and trackable
The approach holds everywhere in the system: whichever instrument you choose, it determines how the result is read.
Multi-dimensional measurement
Describing a student with a single score hides the different pictures underneath that score. Measuring across four separate areas makes it possible to tell apart different causes of the same result.
Referral, not diagnosis
None of the instruments makes a diagnosis. The aim is to point to the student who needs a closer look, and to send the school's available support to the right place.
Tracking over time
A single measure is a photograph. The real information is in the difference between the start and the end of a term; the system is built to make that comparison.
Practitioner competence
Not every instrument can be administered by everyone. The competence boundary is not a formality but a condition of the result's validity, and the system keeps it visible.
21
Assessment instruments
4
Core areas
3
Education levels
20
Average administration (min)
Featured instruments
Three instruments commonly used at the start of term
The opening instrument of each area: administered at class level, then deepened according to the signal that comes back.
10–15 min
TI-I
8–12 min
GOYOLower secondaryUpper secondary
General Self-Efficacy Scale
Perceived self-efficacy
School counsellor
School guidance service
8–12 min
View details
10–15 min
AZOPrimaryLower secondaryUpper secondary
Peer Bullying Scale
Assessment of peer bullying risk
Guidance specialist
Psychological counselling and guidance
10–15 min
View details
Who it is for
Who uses it
One assessment language; different output for the school, the clinic and the family.
Schools and public institutions
An assessment set that fits the guidance service's existing flow and scales to the whole school.
- Trend reports at class and school level
- A start-of-term / end-of-term screening calendar
- Structured data for the school counsellor
- Peer bullying and digital risk indicators
Clinics and specialists
Standard administration and scoring for attention, cognitive processes and psychological symptom screening.
- Digital administration and automatic scoring
- Norm-based comparative output
- Access control for qualified practitioners
- Repeat measurement and course tracking
Parents
Reports that describe your child's strengths and support needs in plain language.
- Clear report language that does not label
- Seeing development term by term
- A clear recommendation when specialist referral is needed
- Confidentiality and control of the data
This structure is designed to support assessment, screening and guidance processes — not to make a clinical diagnosis. The aim is not to diagnose but to know the student more accurately, follow their development and identify the support they need in time.
Scope
Scope note
21 instruments, 4 areas, one guidance flow - administer at the start of term, compare at the end.
Reporting
Reporting from the student to the school
The same data at different scales, from the individual report to the whole school.
Student
Individual strengths and support areasClass
Trends across the classSchool
Need areas school-wideStudent report
The student's strengths and the areas needing support.
Class analysis
Trends across the class.
School analysis
Need areas school-wide.
Period comparison
Tracking a student's development over time.
Risk indicators
Flagging for evaluation by the guidance service.
Questions? Let us talk about your institution.
We will plan together which instruments to administer, and on what calendar, based on your level and the capacity of your guidance service.
Quick answers
Frequently Asked Questions
Nefura is an assessment and reporting system designed to evaluate student
development holistically in school and clinical settings. It consists of four
assessment areas, 21 instruments distributed across them, and a shared
reporting layout that makes all of them readable in the same language. The aim
is not to produce a new test but to make existing measurement comparable and
trackable.
No. None of them makes a diagnosis. Screening instruments point to the student
who needs a closer look; a diagnosis is made by a qualified specialist,
weighing several sources of data together. A screening result is a reason for
a conversation, not a conclusion.
The instruments cover primary, lower secondary and upper secondary levels. The
levels each instrument may be used at are stated on its own page; some are
suitable for a single level only.
No. Common practice is to administer a few instruments at class level at the
start of term and then measure further only in the area the signal points to.
A screening that is administered but never read is worse than one never
administered: the time was spent and the result was not used.
No. Although the system is designed for school guidance services, it can also
be used in clinical settings by qualified practitioners. The use-case pages
set out what works in which type of institution.
See Nefura in your institution
Let us walk through the assessment set and the sample reports together.