Humanizing psychological assessment
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Abstract
Abstract University training in assessment remains largely technological and classificatory, but practices are changing influenced by feminism and postmodernism. This influence is possible in part because of an implicit response to humanistic psychology's earlier challenges. This paper reviews the shift from holistic psychology into “objective” assessment, and subsequent humanistic calls for assessing the person as person. Fischer's approach to practicing and teaching human‐science assessment is then overviewed, and shown to be descriptive, contextual, collaborative, interventional, and structural. Future directions include political‐economic attunement, interdisciplinary cooperation and use of human‐science research in assessment.