a type of assessment in which priority is given not to the number and correctness of the tasks performed by the child, but to how he performs them. That is, the way a child performs tasks reflects his cognitive strategies, level of mental organization and ability to use available psychological resources. For example, two children are asked to memorize five words: one uses structured strategies (categorization or mental repetition), and the other performs the task chaotically and without any organization. Although the end result may seem the same, qualitative analysis reveals fundamental differences in the higher mental functions of each child.