This is a most welcome and timely volume that succeeds in developing an alternative approach to assessment, one that is not based on narrow definitions of performance, but one that centres on relational qualities of collaboration that lie at the heart of all good education. Gergen and Gill ask essential questions about the real purpose of assessment that fundamentally challenge the climate of managerialism and measurement which currently haunts the global educational landscape. The book does not simply provide a critique, however, but proposes workable changes to assessment in ways that offer a much needed re-humanisation of classrooms and schools. This is a volume written from the heart as well as the mind.
— Sharon Todd, Professor of Education, Maynooth University, Ireland