ABSTRACT
Psychologists and educators have devoted a considerable amount of time to the development of measurement techniques. Psychology has modelled itself on the advanced physical sciences. Psychological and educational measurement techniques, including attempts to minimize error in assessment, have developed to a point where assessment has become separated from the processes of remediation, habilitation and treatment. One of the aims of assessment is to predict what an individual is likely to achieve in the future. In carrying out assessment the difference between formal and informal techniques should be recognized. In the light of the foregoing remarks the best use of assessment is to identify the problem and suggest a habilitative scheme and then see whether, in fact, the remedial treatment is effective. The teacher should look for signs of ill-health and sensory loss. Slow-learning children frequently show handicap in motor development.
