Hacking the Demo—for business

VCoLLectical Assessments are learning tools that support optimal growth by leveraging VCoL+7™ (the Virtuous Cycle of Learning and its +7 skills). And CLAS, our computerized developmental scoring system, allows us to deliver any number of Lectical Assessments—making it possible to optimize learning for everyone.

To learn more about VCoL+7, watch the video below.

We've created the CLAS demo to show off CLAS and Lectical Assessments. The demo provides individuals with the opportunity to test drive Lectical Assessments and experience their measurement and learning benefits first-hand. Each assessment is a “mini” Lectical Reflective Judgment Assessment (LRJA)—a written response assessment of skills for:

  • gathering and evaluating information & evidence,
  • conducting inquiry,
  • working with conflicting perspectives,
  • making decisions, and
  • resolving conflicts.

Any individual can take the Demo LRJA up to three times (over 18 months), each time receiving a rich report that includes learning recommendations that are right in the test taker’s learning sweet spot—what we call the Goldilocks zone.

To learn about the Demo assessment and report from a test-taker perspective, view the short video below.

 

The CLAS demo for individuals is entirely free. Registration on our site is optional. To participate, all you'll need to do is provide the information we need to personalize your experience.


So, what if you want to test a group?


Here's where it gets a little tricky. The demo is not designed to deliver group level data, so if you want to use it with a group for free you'll need a "hack". 

CLAS Demo for business (free version)

If you're interested in conducting your own experiment with the CLAS demo—without our help—here's how it can be done.

  1. Familiarize yourself with the Demo, so you can provide clear instructions for participants. 
  2. Decide whether or not participants will register before taking the demo assessment. Registering makes it possible for users to return to view past results, but it's not required to take the assessment.
  3. Gather participant data: You won't have direct access to participants' reports online, so it will be necessary for participants to download their reports and send them to you. All browsers have a function for saving pages as pdfs. You'll want to make sure your participants know how to use it.
  4. Tabulate the data: Collect pdfs of the downloaded reports and transfer scores to a spreadsheet for analysis.
  5. The demo uses CLAS 1.0. It's suitable for evaluations and research. And—especially when reports do not include a low confidence warning—it's also suitable for formative use. We have not evaluated its suitability for high-stakes use.

Please note that although we provide support to individual test takers, we do not have the resources to provide free support for this "hack" of the CLAS demo.

CLAS demo for business (paid version)*

While we complete the construction of LecticaLive, we'll be offering a paid version of the CLAS demo for clients that would like to conduct inexpensive experiments with the demo's mini LRJA. 

Recommended retail prices (prices subject to change)

Service Description Fee
Set up Set up test-takers with accounts and assignments (hourly) $279.00
Assessment Per assessment fee. $175.00
Score review Optional review of low confidence CLAS scores by our analysts (per assessment). $150.00

*This option is available only for cohorts of 20–200 test takers. If you would like to test more than 200 individuals, consider an organizational snapshot.

Selected funders

IES (US Department of Education)

The Spencer Foundation

NIH

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

Kurt Fischer, Ph.D. Harvard Graduate School of Education, Emeritus

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