7 Levels. Clear Checklists.
Growth You Can Measure.
In 90% of studies, specific goals led to better results.[1]
Level Guides give you specific goals for any skill.
130+
Level Guides
8
Categories
6,000+
Checklists
Why Does Growth Feel Invisible?
You practice, study, try. But without clear milestones, you can't tell if you're improving.
“Am I getting better?”
Learning any skill starts with excitement. But the rush fades, and you hit the same wall everyone does.
80% of goals are abandoned within six weeks.[2] In online learning, 87% never finish.[3]
The pattern is the same: without structure, progress stays invisible.
Most skill-building tools tell you what to learn. None tell you where you stand right now.
What If Growth Had Clear Levels?
That's exactly what Levelica does.
We break any skill into 7 clear levels. Each level has a name and a checklist of what you can do when you've reached it.
That's Levelifying.
Why does it work? When self-assessment has clear criteria, it becomes 3× more effective.[4] And feedback with specific standards is about twice as effective.[5]
Level Guides give you both: structure and clarity.
- Can explain the movement rules for all 6 piece types
- Can distinguish between check, checkmate, and stalemate
- Can state the relative piece values (pawn=1, knight/bishop=3, rook=5, queen=9)
How It Works
Why Level Guides Work
Frequently Asked Questions
Make Your Growth Visible
In 90% of studies, specific goals led to better results.[1]
Level Guides give you specific goals for any skill.
Free to explore. No account needed.
References
- [1] Locke, E. A. & Latham, G. P. (2002). “Building a Practically Useful Theory of Goal Setting and Task Motivation.” American Psychologist, 57(9), 705–717. University of Maryland · University of Toronto. doi:10.1037/0003-066X.57.9.705
- [2] Strava (2019). “Year in Sport Report.” Strava Press. Link
- [3] Jordan, K. (2015). “Massive Open Online Course Completion Rates Revisited: Assessment, Length and Attrition.” IRRODL, 16(3). The Open University. doi:10.19173/irrodl.v16i3.2112
- [4] Yan, Z., Chiu, M. M. & Ko, P. Y. (2022). “Effects of Self-Assessment on Academic Performance and the Role of Explicitness.” Assessment & Evaluation in Higher Education, 47(7), 1126–1143. Education University of Hong Kong · Deakin University. doi:10.1080/02602938.2021.2012644
- [5] Hattie, J. & Timperley, H. (2007). “The Power of Feedback.” Review of Educational Research, 77(1), 81–112. University of Auckland. doi:10.3102/003465430298487