Abstract:

In a previous article (Stein and Heikkinen, 2008), we described how the Lectical Assessment System (LAS) and other aspects of developmental maieutics (Dawson & Stein, 2008) relate to the integral model. Here, we describe how the LAS can be used to reveal within-level differences between persons—differences that have important implications for the kind of learning interventions that are most likely to support individual development. We argue that assessments based on independent examinations of structure and content—such as the LAS—make it possible to describe the full range of conceptions that characterize each developmental level. Further, because the LAS is content independent, LAS analysts are less likely mistakenly to view simple differences in content as indicative of differences in developmental level, a common problem with domain specific systems. Finally, the LAS makes it possible to hone in on the strengths and weaknesses of a performance in terms of the range of conceptions and skills that characterize its level, allowing us to provide specific educative feedback.In the following section, we provide a short description of the LAS and the assessment that was employed to collect the examples we use to illustrate our point—the LDMA. We then discuss those examples—that are scored at the same Lectical level—in terms of their similarities and differences.

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