“Not doing it” does not mean “cannot do it”

Record what you can see

Start with a concrete note: what was asked, what the learner did, how long the task lasted, and what help was offered. “Did not answer after a three-part instruction” is more useful than a fixed label.

Change one thing at a time

Try a shorter instruction, a quieter space, a familiar example, a spoken response, or a brief break. Keeping the learning target steady while changing one access condition can show where support helps.

Ask a more precise question

Ask whether the learner understood the instruction, had enough time, could manage the response format, and had a fair chance to show the target skill. One moment never settles a broad question about capability.

Limitations

Observation helps plan the next learning step. It is not a diagnosis or a complete assessment.