Two examples on how the purpose assessment may be beneficial to young children.

One benefit of the purpose assessment on the young children is to be able to place them on the right programs and if they require some special programs after the assessment you are able to identify those need hence do right placement. Performing the purpose assessment is crucial before placing the children under any program. This helps you as the teacher or the care giver to know the specific needs each child has hence put them on the right programs that will serve them better.

 The care givers and the teachers will be handling the young ones like every other day and so this gives them the guidelines to follow when faced with a situation and need to make a decision about the child. For instance let’s say a child has been assessed and has special needs like in a case where the child has the Autism condition you are able to know after the assessment exactly where to place that child. (Clark, Dec 1976,). Autistic children are very different in the way they do their things. A child may be autistic but very bright and so the assessment test helps you know well which program to start the child on.

Another benefit on purpose assessment on young children is that as the teacher or the care giver you are able to monitor the trends and evaluate the programs and services that are provided to the child. After the assessment and placement of the child you as the teacher or the care giver are able to keep track of the child’s performance on the program the child was put under or the services being provided. This however helps you evaluate if the program the child is on are helpful or not and hence make the right changes so as to help the child.

Two examples on how the purpose of assessment may be detrimental to the child

Purpose of assessment may be detrimental to a child if the results are not applied correctly by the care giver or the teacher handling the child. The purpose of assessment may also be detrimental if the child is not properly assessed for the right programs to start on. When a child is assessed and placed on the wrong program that may be for instance higher compared to the level that the child should be this may disorient the child because the young child is not able to cope due to the heavy content being given to the child they can handle. This may cause the child to hate school from a very young age.

The purpose of assessment may be detrimental whereby the child is assessed and the results from the assessment are not correctly applied. A child may have been assessed and the care giver or the teacher does not apply the results correctly  (Deiner, January, 1993). For instance if the teacher assesses the child and the child’s results show that the child has some special needs that needs to be considered but the teacher doesn’t follow that this may make the child get frustrated and never achieve anything in his or her studies.

References

Clark, E. A. ( Dec 1976,). Teacher attitudes toward integration of children with handicaps. Education & Training of the Mentally Retarded, Vol 11(4) , 333-335.

Deiner, P. L. (January, 1993). Resources for Teaching Children With Diverse Abilities: Birth Through Eight. Harcourt College Pub; 2nd edition.