Behaviour-observation notes describe whether the student might be, for example, impulsive, perfectionistic, anxious, or easily fatigued during one-to-one testing. If the assessor saw the student persevere through challenging puzzles, I can praise them for demonstrating this; if they tended to “give up quickly,” I could teach growth-mindset approaches and set smaller, more manageable microgoals. Observations about need for breaks or preference for verbal reassurance help me craft feedback routines that feel supportive rather than punitive.