Assessments

At DTS, we specialize in designing and administering developmental assessments. Most tests only tell us what a test-taker knows. Our developmental assessments are a major advance over other forms of assessment, because they fulfill three important objectives. They tell us:

1. what the test-taker knows;
2. how the test-taker thinks about what s/he knows; and
3. what the test-taker needs to learn next to advance to the next level.

Traditional forms of assessment achieve only the first objective. The second objective can be met with lectical™ assessment. Achieving the third objective requires research into the pathways through which skills develop. To this end, we have collected and analyzed literally thousands of clinical interviews and essays, gradually building the knowledge base required to understand how skills develop over time. This research is widely published in peer reviewed journals, books, and on the web. To learn more about it, go to articles and reports.

We score the developmental level of assessments with the Lectical Assessment System (LAS, which has been extensively evaluated for its reliability and validity). With this scoring system we determine the hierarchical complexity of a performance based on its logical structure. You don't need to learn about hierarchical complexity to use our assessments, but you might find it useful to read some of the descriptions of developmental sequences on the LAS web site (currently under re-construction).

In the mean time, if you can see how the following statements build on one another, you have an intuitive grasp of the concept.

Our Certified Lectical Analysts undergo rigorous training. To retain their certification they must maintain an agreement rate with a Master Lectical Analyst of 85% within 1/4 of a lectical level (one phase). This is a high agreement rate—the gold standard in developmental assessment. This level of inter rater agreement means that individuals who take our assessments can be confident that scores awarded to their performances are reliable within the range of 1/4 to 1/3 of a lectical level.

Keep in mind, however, that we can only score performances. A number of factors can contribute to variations in performance. For example, if an individual tries to complete an assessment with a toddler on her lap, after a poor night's sleep, or while sipping a glass of wine, her performance is likely to be compromised. Similarly, if she does not carefully follow the instructions for an assessment, she may not provide adequate responses to questions. This almost always results in a score that is lower than it should be.

To learn more about the relibility and validity of the LAS and our assessments, click here.

There are a few important things we'd like you to think about when you're working with developmental assessments:

1. high quality learning—the kind that brings deep understanding—takes time;

2. learning progresses in fits and starts, with periods of slow, sometimes frustrating, progress followed by what often seem like leaps to the next level;

3. learning in a particular subject area progresses along only a few alternate pathways, some of which are more adequate than others, in that they do a better job supporting ongoing development, and

4. we don't develop at the same rate in all areas of knowledge—especially in adulthood—so, a single score on a developmental assessment does not represent your overall competence.

Most of our assessments are divided into two sections. The first section is composed of essay questions, and the second section is composed of one or more scales. Together, they provide the information we need to determine both what the test-taker knows and how s/he thinks about what s/he knows. A Certified Lectical Analyst determines the lectical level of the performance, then, if you order a personalized report, a domain expert analyzes the content. The results are compiled in a unique report that provides:

1. the lectical level of the performance, showing, when applicable, how it lines up with the task demands of the test-taker's job or classroom;

2. comments upon strengths and areas for growth or a description of the content of the performance; and, where applicable,

3. specific suggestions for activities the test-taker can undertake to learn what's required to advance to the next level.

Single subject assessment report (includes a developmental phase score, specific information about the way you think now and what you need to learn to move to the next level, and learning recommendations) samples

Multidimensional assessment report (includes 3 developmental phase scores, specific information about the way you think now and what you need to learn to move to the next level, and learning recommendations) sample

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