Describes our mission and general approach.
Explains our educational ideas and aims.
Explains the virtuous cycle of learning—the learning model behind all of our learning tools.
Describes our developmental levels.
Describes how "optimal" learning works.
Describes how we measure "robust" learning.
Explains how Lectica's services and products fit into your human capital value chain.
Explains why the skills we measure and grow are important in the workplace.
Describes the Lectical Levels that are most common in adulthood, with a focus on leader development.
Describes the evolution of Lectical Assessments from the early cognitive developmental work of Piaget and his followers.
Describes how to answer questions on Lectical Assessments.
Explains the fundamental difference between simple memorization and real learning.
Describes the harm caused by an over-emphasis on memorization.
A description of the DiscoTest Initiative and our learning tools for school leaders and other decision makers.
Introduces Foundations of Lectical Assessment, a graduate level course covering the literature that inspired our work.
Explains the rationale behind Lectica's recruitment tools and introduces Lectical Assessment in Practice—2, our certification course for recruitment consultants.
The early days of DTS/Lectica (2009)
What's behind Lectical Assessments (2009)
How the history of developmental assessment influenced the development of the LAS and Lectical Assessments (2009)
Leadership and decision-making
The ideal relationship between learning and development
Developmental levels & tiers
IES (US Department of Education)
The Spencer Foundation
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
Validity & reliability
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