About LectaTests

LectaTests are our adult assessments

Lectica's adult assessments are used by accredited consultants and educators to support optimal learning in business, government, and higher education.

Every LectaTest targets a specific set of practical skills and concepts, such as those involved in leadership decision-making, ethical reasoning, mindfulness, or self-understanding. For example, the LDMA, our leadership decision-making assessment, examines skills like decision-making process, contextual reasoning, and perspective-taking and seeking. And like all of our assessments, is accompanied by rich diagnostics and personalized learning suggestions.

Leadership decision making

Good leadership is impossible without skilled decision-making. Today’s leaders need the ability to effectively anticipate, diagnose, and address complex problems that involve multiple stakeholders. They must also have communication skills that allow them to bring others along with them, while leveraging their knowledge and skills. Finally, they must be able to navigate the tensions and ambiguities that characterize today's complex workplace.

The LDMA provides an accurate assessment of these key decision-making skills by asking leaders to grapple with a common workplace decision situation (e.g., dealing with a difficult employee, resolving a workplace conflict, or leading change). Test-takers respond to questions that focus on framing, developing solutions, and the decision-making process. Their answers are examined along six important dimensions: (1) cognitive complexity, (2) perspective taking, seeking, and coordination, (3) collaborative capacity, (4) contextual thinking, (5) decision-making process, and (6) coherence.

Learn more »


It is impossible to learn from mistakes, strengthen one’s character, or cultivate meaningful relationships with others without engaging in critical self-reflection. As Socrates famously argued, “the unexamined life is not worth living.” The LSUA provides an opportunity for this kind of self-examination, which is often lacking in our fast-paced, multi-tasking, and action-oriented culture.

The LSUA asks test-takers to choose four personal or professional relationships, such as ‘self as parent’, ‘self as leader’, or ‘self as learner’, and reflect on how they see themselves in each of these roles. They consider their strengths and weaknesses, how these relate to their current self-conception, and how they think others see them. Performances are evaluated in terms test-takers’ conceptions of (1) thinking and learning, (2) ethics, (3) sense of responsibility to others, (4) respect for others, (5) personal responsibility, (6) willingness to seek and accept feedback, and (7) reflectivity.

Learn more »


Reflective judgment

Every action we take is based upon a set of assumptions we hold about the world. But how have we come to know what we know? Our ability to gather evidence, discern truths, and make reasoned decisions rests on a core skill called reflective judgment—our capacity for understanding and questioning what we know. The LRJA is designed to measure and strengthen reflective judgment—the backbone of well reasoned, thoughtful action.

The LRJA asks test-takers to respond to an "ill-structured" dilemma—one without a clear answer—involving questions about truth, knowledge, and certainty. They explore how knowledge is generated, how to define truth, the nature of facts and reality, and when and how certainty is possible. Performances are evaluated in terms of test-taker’s conceptions of (1) complexity, (2) the nature of evidence, (3) the process of inquiry, (4) perspective-taking, and (5) truth and certainty.

Learn more »


The nature of leadership

Leaders’ behavior is governed, to a great extent, by how they think about leadership, yet few leaders are granted the luxury of time to reflect on their own implicit understanding of what it means to be a good leader. This reflection is a key first step to articulating a coherent vision of leadership. The LLRA is a powerful tool for surfacing how people think about leadership. It can help individuals, teams, and organizations to create an articulate shared understanding of leadership and what it means to be a good leader.

The LLRA asks test-takers to choose four leadership qualities, such as self-awarenessthe ability to share power, or courage, and write short essays describing what these qualities mean to them, why they are important, and how they might interact with one another to foster effective leadership. Performances are evaluated in terms test-taker's conceptions of the roles played in good leadership by (1) thinking and learning, (2) communication, (3) ethics, (4) emotion, (5) style, (6) personality, and (7) social skills.


Ethical reasoning

The LERA is an assessment of ethical reasoning. It is not a measure of moral goodness. More developed ethical reasoning allows us to manage increasingly complex moral problems; it does not automatically make us better people.

How we think about ethical problems is important, because our values and beliefs influence our behavior and our behavior can affect the well-being of others. To begin with, we must recognize ethical issues when they arise. We need ethical "radar"—a sensitivity to issues that involve potential harm, conflicting claims, or competing goods. This is not as easy as it sounds. Research shows that most of us regularly ignore or fail to notice ethical cues. Second, we need to be able to figure out what our responsibilities are with respect to these issues. This means understanding when we're in a situation involving questions of harm, conflicting claims, or competing interests or a situation that involves only questions about personal preferences or social conventions. And finally, we need to be able to work on our own and with others to resolve ethical issues when they arise.


Developmental Pedagogy

The LDPA is an assessment of reasoning about developmental pedagogy. The questions on this assessment focus on the relationship between teaching and human development. Educators who understand learning and development are more able to optimize learning while instilling the dispositions and skills required for success in today's environment of complexity and change.

In this assessment, test-takers develop lessons for a curriculum informed by developmental theory. They are asked to (1) identify 2 skills that will be targeted by the proposed curriculum, (2) describe how these skills are likely to develop over time, (3) describe two instructional activities designed to support the development of these skills, and finally, (4) discuss how they will go about assessing growth. Throughout, they are asked to justify their choices with evidence from the academic literature.

Targeted constructs include the nature of learning, curriculum development, assessment, developmental pedagogy, developmental psychology, methodology, psychological structures, theory and practice, and developmental dynamics.  

Selected funders

IES (US Department of Education)

The Spencer Foundation


Dr. Sharon Solloway

The Simpson Foundation

The Leopold Foundation

Donor list

Selected clients

Glastonbury School District, CT

The Ross School

Rainbow Community School

The Study School

Long Trail School

The US Naval Academy

The City of Edmonton, Alberta

The US Federal Government

Advisory Board

Antonio Battro, MD, Ph.D., One Laptop Per Child

Marc Schwartz, Ph.D. and former high school teacher, University of Texas at Arlington

Mary Helen Immordino-Yang, Ed.D., University of Southern California

Willis Overton, Ph.D., Temple University, Emeritus