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In our multicultural world, it is impossible to uphold a standardized conceptualization of 'normal'. The use of techniques that primarily reinforce competitive sorting is not viable, humanistic, or conceptually valid. This book addresses the immediate and urgent need to both parallel and honor the diversity that typifies our classrooms and communities by promoting ubiquitous assessment, and attending to the individual instructional and therapeutic needs of our students. Ubiquitous Assessment draws attention to the waste that is made of instructional or therapeutic opportunities when assessment is separated from teaching or psychological interventions, and it calls for an immediate, gestalt connection between individuals and their experiences.
Report
"Greg S. Goodman and Karen T. Carey create a needed context for assessment by their review of the field's historical and theoretical foundations. To this they add an ethical and political analysis that is both frank and compelling. With the stage effectively set, the authors go forward in laying out a detailed and practical case for 'ubiquitous assessment' in a family of human service professions including education and counseling. They are defining post-modern techniques at a time - and in a field - where such voices are most needed." (Paul Shaker, Dean, Faculty of Education, Simon Fraser University, Canada)
"'Ubiquitous Assessment' leads the reader to reflect on the contrast between what educational and mental health professionals know about teaching, learning, and assessment, and the methods presently propagated by some policy makers. Goodman and Carey's discussion of our current testing obsession and its paradoxical and unethical consequences leads to a comprehensive coverage of evaluation strategies that will be instructive to psychologists, counselors, special educators, and other assessment providers. It is out-standing." (Paul Beare, Dean, Kremen School of Education, California State University, Fresno)
