environment and experiencing the complex interrelationships in that environment that determine how and when the concept is used. One social constructivist notion is that of authentic or situated learning, where the student takes part in activities directly relevant to the application of learning and that take place within a culture similar to the applied setting. Cognitive apprenticeship has been proposed as an effective constructivist model of learning that attempts to "enculturate students into authentic practices through activity and social interaction in a way similar to that evident, and evidently successful, in craft apprenticeship". Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which is a way of assessing the true potential of learners that differs significantly from conventional tests. Here, the essentially interactive nature of learning is extended to the process of assessment. Rather than viewing assessment as a process carried out by one person, such as an instructor, it is seen as a two-way process involving interaction between both instructor and learner. The role of the assessor becomes one of entering into dialogue with the persons being assessed to find out their current level of performance on any task and sharing with them possible ways in which that performance might be improved on a subsequent occasion. Thus, assessment and learning are seen as inextricably linked and not separate processes. According to this viewpoint, instructors should see assessment as a continuous and interactive process that measures the achievement of the learner, the quality of the learning experience and courseware. The feedback created by the assessment process serves as a direct foundation for further development. The selection, scope, and sequencing of the subject matter Knowledge should be discovered as an integrated whole Knowledge should not be divided into different subjects or compartments, but should be discovered as an integrated whole. This also again underlines the importance of the context in which learning is presented. The world, in which the learner needs to operate, does not approach one in the form of different subjects, but as a complex myriad of facts, problems, dimensions, and perceptions. Engaging and challenging the student Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery. This captures their motivation and builds on previous successes to enhance student confidence. This is in line with Vygotsky's zone of proximal development, which can be described as the distance between