Well as knowledge of the impairment andor specific

well as knowledge of the impairment and/or specific curriculum subject(s) in which the challenges in
learning appear to exist.
Another way of constructing your framework for an effective assessment practice is to examine the
following
objectives
of assessment:

Gaining understanding of the present situation
- looking at the learner's learning behaviour
(e.g. learning style, problem-solving strategies, routine) and the context of learning

Gaining understanding of the learning outcomes
- considering factors that might be related
to both high and low quality of work, and looking at the learner's self-assessment and
responses to success and failure

Finding the growth points
- identifying the learner's strengths and zone of proximal
development, and also those strategies of mediation that seem to have an effect

Finding the support system
- identifying resources and the role players who could render
the required support, and to whom the learner would have the required access

Empowering the learning supporters
- exploring and negotiating achievable strategies and
levels of support with the potential learning supporters, and determining their need for
enablement

Facilitating access to the learning support
- exploring and negotiating the measure and form
of initiative of the learner to seek support, as well as the responsiveness of the support
system.
4.3.2 The bioecological model of development
Conducting an assessment from a bioecologic perspective requires you to consider the four
component principles of
process, person, context
and
time
. This will have you looking at the
developmental level of the learner and the influence and relevance of the interactive contexts within
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which he/she is learning, considering at least the family, school, peer group and community. An
understanding especially of learners' proximal processes of interaction with their environment is an
essential underpinning of the interpretation of performance results and also directs you in your
search for ways to muster support from within their life-world rather than engaging in one-on-one
interventions.
Learning difficulties, whether associated with intrinsic or extrinsic challenges in learning, must be
looked at in their broader social setting if we are to achieve the complex and holistic understanding
of situations and behaviours that is required when we strive to define the specific support needs of
the learner and, especially, the ways in which these support needs could be met.
4.3.3 The asset-based approach
4.3.3.1
Strengths and assets
The asset-based approach and dynamic assessment practices can effectively change the very acts of
assessment into the first steps of learning support. The asset-based approach is about addressing
impediments or barriers within context. It is about getting the individual to actualise his or her