The CAP draws upon developmental psychology concepts, such as Vygotsky’s Zone of Proximal Development and Luria’s model of mental processes, as well as the work of Feuerstein and Lidz in the field of Dynamic Assessment. The theories have been operationalised in the CAP to produce a consultation/observation framework. This has enabled the benefits of dynamic assessment models, such as the Learning Potential Assessment Device of Feuerstein to be embedded within a consultation/ observation framework for use by EPs with teachers to analyse the components of curriculum tasks and a pupil’s approach to classroom tasks, without necessarily requiring individual pupil assessment.
The CAP includes Record Forms and Summary profiles. It is comprised of three rating scales which reflect the three elements of the Tripartite Learning Partnership within Feuerstein’s DA model. These three elements are the student, the mediator and the task.
Each section of the CAP is designed to assess one of these components:
Section A – Cognitive abilities of the learner
Section B – Response to teaching and mediation
Section C – Analysis of the task.
Together these sections can be analysed to produce a ‘Learning Plan’ with identified strategies for promoting success and defining clear cognitive targets that are monitored over time.
Detailed guidelines are provided for scoring and interpretation of the pupil’s profile. A special section on intervention strategies for teachers and parents is included in the manual.
For more information: