Because children do not describe their inner world the way adults do, assessment never rests on a single source; the child's own report, parent and teacher observation, and direct performance are read together. The articles here look at what qualitative tools such as drawing and sentence completion actually say, how behaviour questionnaires are interpreted, and how findings are shared with the family.
Drawing is the most misread area of child assessment. Here is what each drawing task can support, what it cannot, and where interpretation has to stop.
"He has no friends" is an interpretation, not an observation. Here is how to record classroom social behaviour systematically and which biases quietly reshape the result.