The LRJA is focused on a broad set of skills that are required for managing CAOS™ (Competing ideas, Accelerating change, information Overload, and Social division). The specific skills targeted in the LRJA fall into four broad categories—working with perspectives, conflict resolution, evaluating evidence, and thinking and deciding.
LRJA reports, like all Lectical Assessment reports, include rich feedback and customized learning suggestions—none of which involve memorizing. There are forms of the LRJA for learners of all ages (from age 10).
Reflective judgment skills begin developing in infancy during early interactions with our physical and social worlds. They are best developed through reflective practices that are integrated into curricula and everyday life.
The LRJA will soon be available, FREE of charge, to individual teachers and their students.
Performance on the LRJA is a good predictor of success in college, and the human-vetted version is suitable for use in admissions decisions.
The electronically scored version of the LRJA is suited for formative classroom use and is often used in program evaluations.
Unfortunately, in today's classrooms, the majority of students have too few opportunities to exercise reflective judgment skills. That's why we'll be making the LRJA directly available—by subscription—to parents everywhere in the English-speaking world.
To view an interactive sample LRJA report (for an adult), log in to this site as username: dorothytoto, password: yellowbrickroad.
| Skill | Grades 4-12 tests | Adult tests | Description |
|---|---|---|---|
| Seeking & evaluating evidence | X | X | the information, facts, testimony, and opinions that relate to a particular issue, and how these are evaluated before being used to form a conclusion |
| Experimentation | X | X | the process of creating evidence through experimentation and other forms of research |
| Deliberation | X | X | thinking and deciding as a process, and reasoning about the nature of thinking and deciding |
| Working with perspectives | X | X | awareness of other perspectives and how they can be leveraged to build knowledge |
| Persuasion | X | use of evidence, argument, and induction (psychology) to persuade others | |
| Conflict resolution | X | X | awareness and use of discussion, negotiation, compromise, and collaboration to address conflict |
| Complexity | X | X | awareness of complexity as an issue, the nature of complexity, and the skills required to make sound and timely decisions under complexity |
| Truth & certainty | X | X | awareness of uncertainty, ability to distinguish between subjective & objective knowledge, and skills for coping with this uncertainty |
IES (US Department of Education)
The Spencer Foundation
NIH
Dr. Sharon Solloway
The Simpson Foundation
The Leopold Foundation
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
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