What is a potential consequence of under-identification in assessment practices?

Under-identification in assessment practices often leads to a failure to recognize and address the educational needs of students who may require additional support, such as special education services or interventions. When students who are struggling are not identified adequately, they may remain in a learning environment that does not meet their needs, which can hinder their academic progress and overall development. This can create a cycle where these students continue to struggle, leading to frustration and a lack of motivation, further exacerbating the issue.

On the other hand, increased funding for programs, improved assessment accuracy, and enhanced student engagement are typically outcomes associated with proper identification and intervention rather than a consequence of under-identification. When students are accurately identified for their educational needs, schools can allocate resources more effectively, improve assessment practices, and ultimately increase student engagement by providing tailored support that meets individual learning requirements.