Self-evaluation is critical to the successful functioning of all school psychologists. This article discusses the rationale for self-evaluation, the evaluation process, types of data that may be collected, and the methods that can be employed to gather the data. Use of tabulation, time analyses, case-studies, interviews, observations, tests, expert opinions, rating scales, and questionnaire methods are briefly described, and a critical analysis of each method is provided. Although practitioners are cautioned about methodology, they are strongly encouraged to become involved in self-evaluation activities in order to assure that they are providing needed services, quality services and effective services.
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