Based on the underlying notion that changes in theoretical concepts of the nature, development, and modifiability of human ability should be followed by conceptually consistent changes in the goals and methods of assessing ability, this book addresses formidable challenges in the field.

The richness of interactive approaches to psychoeducational assessment has just begun to be explored and exploited.

This book demonstrates the extensive nature of developments in interactive assessment, which include a Russian-German tradition, represented in the work of Vygotsky and subsequently the German Lemtest movement; a Swiss-Israel tradition that has crossed both the Mediteranian and the Atlantic; an American-Canadian-Australian tradition that has strong roots in experimental psychology, and a Swiss-French tradition that displays both neo-Piagetian and applied contributions to interactive assessment and points to future concerns and new goals of work and research in the field.