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Strategies for crafting a comprehensive self-evaluation essay that highlights your strengths and areas for growth.

Self-evaluation essays are a great way to reflect on your progress, achievements, and areas for improvement. Whether you are writing an essay for school, work, or personal development, it’s important to be honest and thoughtful in your self-assessment. Here are some tips to help you write a compelling self-evaluation essay.

First , start by reflecting on your goals and objectives. What were you trying to accomplish during the time period you are evaluating? Consider both short-term and long-term goals, and assess how well you have met them. Be specific and provide examples to support your evaluation.

Secondly , consider your strengths and weaknesses. What are your key strengths and how have they contributed to your success? On the other hand, what are your areas for improvement and how can you work on them? It’s important to be objective and open to feedback in this part of the essay.

Tips for Crafting a Self Evaluation Essay

When writing a self evaluation essay, it’s important to be honest and reflective. Here are some tips to help you craft a compelling self evaluation essay:

• Reflect on your achievements and challenges: Take the time to reflect on your accomplishments and the areas where you faced challenges. Be honest with yourself about your strengths and weaknesses.
• Provide concrete examples: Support your self evaluation with specific examples that showcase your skills and abilities. This will help the reader understand your strengths and areas for growth.
• Set goals for improvement: Based on your self assessment, set realistic goals for improvement. This will show that you are committed to personal and professional growth.
• Solicit feedback: Consider asking for feedback from mentors, colleagues, or supervisors to gain a different perspective on your performance. This can help you identify blind spots and areas for improvement.
• Stay focused and organized: When writing your self evaluation, stay focused on the main points you want to convey. Organize your thoughts in a clear and logical manner to make it easier for the reader to follow your argument.
• Edit and revise: Take the time to edit and revise your self evaluation essay to ensure clarity and coherence. Proofread carefully to catch any errors in grammar, punctuation, or spelling.

Understand the Assignment Requirements

Before you start writing your self evaluation essay, it’s crucial to thoroughly read and understand the assignment requirements. Pay close attention to the guidelines provided by your instructor or the prompt given to you. Make sure you understand what specific aspects of your performance or experience you need to address in your essay.

Tip: If you have any questions about the assignment requirements, don’t hesitate to seek clarification from your instructor or discuss it with your classmates. Understanding what is expected of you will help you focus your writing and ensure that you meet the criteria set for the assignment.

Reflect on Your Achievements

When writing a self evaluation essay, it’s important to take a moment to reflect on your achievements. Consider the goals you set for yourself at the beginning of the evaluation period and assess how well you have met or exceeded them. Think about your accomplishments, both big and small, and how they have contributed to your personal and professional growth.

Highlight specific examples of projects you completed successfully, skills you developed, or challenges you overcame. Discuss any positive feedback you received from supervisors or colleagues, as well as any recognition or awards you may have garnered. Reflecting on your achievements allows you to showcase your strengths and demonstrate the value you bring to your work.

Identify Areas for Improvement

When writing a self evaluation essay, it’s essential to honestly identify areas where you can improve. This is a crucial step in personal growth and development. Reflect on your strengths and weaknesses to pinpoint specific areas that you would like to work on.

• Skills: Are there any skills that you would like to develop further? Whether it’s communication, critical thinking, or technical skills, identifying areas for improvement can help you set goals for growth.
• Performance: Reflect on your performance in different aspects of your life, such as work, school, or personal relationships. Are there any areas where you feel you could have done better?
• Attitude: Your attitude plays a significant role in how you approach challenges and interact with others. Consider if there are any negative attitudes or habits that you would like to change.

By identifying areas for improvement, you can create a roadmap for personal development and set actionable goals to help you progress. Remember, self-improvement is a continuous journey, and identifying areas for improvement is the first step towards becoming the best version of yourself.

Provide Concrete Examples

One of the most important aspects of writing a self evaluation essay is to provide concrete examples to support your statements. Instead of making vague claims about your strengths and weaknesses, use specific instances where you demonstrated certain skills or faced challenges. For example, instead of saying “I am a good team player,” provide an example of a project where you collaborated effectively with your team members to achieve a common goal.

Using concrete examples not only makes your self evaluation more credible, but also helps the reader understand your strengths and areas for improvement better. Make sure to include relevant details and outcomes of each example to paint a clear picture of your capabilities.

Show Your Growth Over Time

One key aspect of writing a self evaluation essay is to show your growth over time. Reflect on how you have evolved personally, academically, and professionally since the beginning of the evaluation period. Highlight the challenges you faced and the steps you took to overcome them. Discuss the lessons you learned and how they have contributed to your growth and development.

Use specific examples and anecdotes to illustrate your progress. Include both successes and setbacks to provide a complete picture of your journey. Be honest and transparent about your strengths and weaknesses, and demonstrate how you have worked to improve in areas that needed development. Showing your growth over time will showcase your self-awareness and commitment to continuous improvement.

Seek Feedback from Others

One of the most valuable sources of information for your self-evaluation essay is feedback from others. This can include peers, colleagues, supervisors, and mentors. Ask them to provide honest and constructive feedback on your strengths, weaknesses, and areas for improvement.

Receiving feedback from others can give you a different perspective on your performance and help you identify blind spots that you may not have noticed. It can also help you understand how others perceive your work and interactions, which can be valuable in shaping your self-assessment.

When seeking feedback, be open and receptive to criticism. Remember that the goal is to learn and grow, so take feedback as an opportunity for improvement rather than as a personal attack. Consider incorporating the feedback you receive into your self-evaluation essay to present a well-rounded and reflective assessment of yourself.

Edit and Revise Your Essay

Once you have written your self evaluation essay, it is crucial to edit and revise it before submitting. Editing and revising help to ensure that your essay is clear, coherent, and error-free. Here are some tips for editing and revising your essay:

1. Review for Clarity: Read through your essay to see if your ideas are communicated clearly and effectively. Make sure each paragraph flows logically into the next and that your points are well-supported.

2. Check for Grammar and Spelling Errors: Proofread your essay for any grammar or spelling mistakes. Use spell check tools and consider asking someone else to review your essay for errors.

3. Ensure Consistent Tone and Voice: Make sure that the tone and voice of your essay are consistent throughout. Avoid sudden shifts in tone that may confuse the reader.

4. Cut Unnecessary Information: Remove any information that is not relevant to your self evaluation or does not add value to your essay. Keep your writing concise and focused.

5. Seek Feedback: Ask a friend, family member, or teacher to read your essay and provide feedback. Fresh eyes can catch mistakes or inconsistencies that you may have missed.

By taking the time to edit and revise your self evaluation essay, you can ensure that it presents your thoughts and accomplishments in the best possible light.

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How to Write a Self Evaluation (With Examples)

First step, be honest about your hits and misses.

Self evaluations are performance assessments that bring you and your manager together to rate your performance over a given time span (quarterly, semi-annually, annually) either using a scale (one to 10 or one to five) or by answering open-ended questions. You complete the evaluation and so does your manager. During the performance review , the two of you compare notes to arrive at a final evaluation.

What Is a Self Evaluation?

Self evaluations are performance assessments that both employees and managers complete. They can be done quarterly, semi-annually or annually, and range from open-ended questions discussed to ratings given on a numeric scale.

Writing about yourself, especially if those words are going to be part of your permanent work record, can be daunting. But it doesn’t have to be. In fact, self evaluations give you a voice in your performance review , and they’re opportunities to outline your career goals and get help in reaching them.

Below, we’ll examine self evaluation benefits, tips and examples, plus how both employees and managers can complete them successfully.

More on Self Evaluations Self-Evaluations Make Stronger Leaders. Here’s How to Write One.

Benefits of Self Evaluations 

1. help employees and managers prepare for performance reviews.

Completing a self evaluation can help guide the eventual performance-review conversation in a structured, but meaningful, way. It also helps both parties get an idea of what needs to be discussed during a performance review, so neither feels caught off guard by the conversation.

2. Give Employees an Opportunity to Reflect on Their Progress

Since self evaluations are inherently reflective, they allow employees to identify and examine their strengths and weaknesses. This helps employees both know their worth to an organization and what they still have left to learn. 

“Self evaluations enable employees to see their work in its entirety,” Jill Bowman, director of people at fintech company Octane , said. “They ensure that employees reflect on their high points throughout the entire year and to assess their progress towards achieving predetermined objectives and goals.”

3. Help Managers Track Employee Accomplishments

Employee self assessments help managers more accurately remember each employee’s accomplishments. “As many managers often have numerous direct reports, it provides a useful summary of the achievements of each member,” Bowman said.

4. Improve Employee Satisfaction

Academic literature indicates that employees are more satisfied with evaluations that involve two-way communication and encourage a conversation between manager and employee, according to Thomas Begley, professor of management at Rensselaer Polytechnic Institute . 

The thing is, employees have to trust that the process is fair, Begley added. If they believe it is, and they’re treated fairly and respectfully during the process, employees react positively to self evaluations.

5. Can Decrease Employee Turnover

Some companies see tangible results from self evaluations. For example, Smarty , an address-verification company, enjoys low staff turnover, said Rob Green, chief revenue officer. The self-evaluation method, coupled with a strong focus on a communication-based corporate culture, has resulted in a 97 percent retention rate, Green told Built In.

Related 6 Ways to Be More Confident in Performance Reviews

How to Write a Self Evaluation

The ability to write a self evaluation is a critical career skill.

“Self evaluations give you a platform to influence your manager and in many cases, reframe the nature of the relationship with your manager,” Richard Hawkes, CEO and founder of Growth River , a leadership and management consulting company, said. “And all results in business happen in the context of relationships.”

Below are some tips on how to complete a self evaluation.

1. Track Your Work and Accomplishments

Daily or weekly tracking of your work can help you keep track of your progress and also prevent last-minute “what on earth did I do the last six months?” panic at performance evaluation time, said Peter Griscom, CEO at Tradefluence . “Strip down the questions to two or three, and just ask yourself, ‘How well did I communicate today?’ ‘How well did I solve problems today?’ ‘What have I achieved today?’” Griscom said. “Get in the habit of writing those things out and keeping track and over time.”

2. Answer Honestly  

For his first self evaluation, Griscom remembers wondering how to best answer the questions. After he asked his manager for guidance, Griscom answered the questions as accurately as he could. “What came out of it was really valuable, because it gave me a chance to reflect on my own achievements and think about where I can improve,” he said. “It forced me to do the thinking instead of just accepting feedback.”

3. Highlight Your Achievements

If your boss has a handful of direct reports, chances are good they haven’t noticed each of your shining moments during a review period. This is your chance to spotlight yourself. Quotas exceeded, projects finished ahead of schedule, fruitful mentoring relationships, processes streamlined — whatever you’ve done, share it, and don’t be shy about it, said Alexandra Phillips , a leadership and management coach. Women, especially, tend not to share achievements and accomplishments as loudly or often as they should. “Make sure your manager has a good sense of where you’ve had those wins, large and small, because sometimes they can fly under the radar,” Phillips added.

4. Admit Weaknesses and How You Have Grown 

If you’ve made a whopper mistake since your past review, mention it — and be sure to discuss what you’ve learned from it. Chances are good your manager knows you made a mistake, and bringing it up gives you the opportunity to provide more context to the situation.

5. Acknowledge Areas of Improvement

Be prepared for your manager to point out a few areas for improvement. This is where career growth happens. “If you want something,” whether it’s a promotion or move to another department, “you need to know how to get there,” said Phillips.

Related What Are Short-Term Career Goals? (With 12 Examples)

Self Evaluation Examples and Templates Answers

Still not sure what to do when you put pen to paper? Here are six open-ended self evaluation sample questions from the Society for Human Resource Management, as well as example answers you can use to prepare for your own self evaluation.

1. Job Performance Examples

List your most significant accomplishments or contributions since last year. How do these achievements align with the goals/objectives outlined in your last review?

How to answer with positive results: In the past year, I successfully led our team in finishing [project A]. I was instrumental in finding solutions to several project challenges, among them [X, Y and Z]. When Tom left the company unexpectedly, I was able to cover his basic tasks until a replacement was hired, thus keeping our team on track to meet KPIs. 

I feel the above accomplishments demonstrate that I have taken more of a leadership role in our department, a move that we discussed during my last performance review.

How to answer with ways to improve: Although I didn’t meet all of my goals in the last year, I am working on improving this by changing my workflow and holding myself accountable. I am currently working to meet my goals by doing [X, Y and Z] and I plan to have [project A] completed by [steps here]. I believe that I will be able to correct my performance through these actionable steps.  

Describe areas you feel require improvement in terms of your professional capabilities. List the steps you plan to take and/or the resources you need to accomplish this.

I feel I could do better at moving projects off my desk and on to the next person without overthinking them or sweating details that are not mine to sweat; in this regard I could trust my teammates more. I plan to enlist your help with this and ask for a weekly 15-minute one-on-one meeting to do so.  

Identify two career goals for the coming year and indicate how you plan to accomplish them.

One is a promotion to senior project manager, which I plan to reach by continuing to show leadership skills on the team. Another is that I’d like to be seen as a real resource for the organization, and plan to volunteer for the committee to update the standards and practices handbook.  

2. Leadership Examples

Since the last appraisal period, have you successfully performed any new tasks or additional duties outside the scope of your regular responsibilities? If so, please specify.

How to answer with positive results: Yes. I have established mentoring relationships with one of the younger members of our team, as well as with a more seasoned person in another department. I have also successfully taken over the monthly all-hands meeting in our team, trimming meeting time to 30 minutes from an hour and establishing clear agendas and expectations for each meeting. Again, I feel these align with my goal to become more of a leader.

How to answer with ways to improve: Since the last review period, I focused my efforts on improving my communication with our team, meeting my goals consistently and fostering relationships with leaders in other departments. Over the next six months, I plan on breaking out of my comfort zone by accomplishing [X, Y and Z].  

What activities have you initiated, or actively participated in, to encourage camaraderie and teamwork within your group and/or office? What was the result?

How to answer with positive results: I launched the “No More Panicked Mondays” program to help on-site and remote colleagues make Mondays more productive. The initiative includes segmenting the day into 25-minute parts to answer emails, get caught up on direct messages, sketch out to-do lists and otherwise plan for the week ahead. NMPM also includes a 15-minute “Weekend Update” around lunch time, during which staff shares weekend activities. Attendance was slow at first but has picked up to nearly 90 percent participation. The result overall for the initiative is more of the team signs on to direct messages earlier in the day, on average 9:15 a.m. instead of the previous 10 a.m., and anecdotally, the team seems more enthusiastic about the week. I plan to conduct a survey later this month to get team input on how we can change up the initiative.

How to answer with ways to improve: Although I haven’t had the chance to lead any new initiatives since I got hired, I recently had an idea for [A] and wanted to run it by you. Do you think this would be beneficial to our team? I would love to take charge of a program like this.  

3. Professional Development Examples

Describe your professional development activities since last year, such as offsite seminars/classes (specify if self-directed or required by your supervisor), onsite training, peer training, management coaching or mentoring, on-the-job experience, exposure to challenging projects, other—please describe.

How to answer with positive results: I completed a class on SEO best practices and shared what I learned from the seminar during a lunch-and-learn with my teammates. I took on a pro-bono website development project for a local nonprofit, which gave me a new look at website challenges for different types of organizations. I also, as mentioned above, started two new mentoring relationships.

How to answer with ways to improve: This is something I have been thinking about but would like a little guidance with. I would love to hear what others have done in the past to help me find my footing. I am eager to learn more about [A] and [B] and would like to hear your thoughts on which courses or seminars you might recommend. 

Related How to Find the Right Mentor — and How to Be One

Types of Self Evaluations

Self evaluations can include rating scale questions, open-ended questions or a hybrid of both. Each approach has its own set of pros and cons to consider.

1. Rating Self Evaluation

Rating scale self evaluations give a list of statements where employees are asked to rate themselves on a scale of one to five or one to ten (generally the higher the number, the more favorable the rating). 

For example, in Smarty’s self evaluations, it uses a tool called 3A+. This one calls for employees and managers to sit down and complete the evaluation together, at the same time. Employees rate themselves from 3, 2 or 1 (three being the best) on their capability in their role; A, B or C on their helpfulness to others, and plus or minus on their “diligence and focus” in their role. Managers rate the employees using the same scale. A “perfect” score would be 3A+, while an underperforming employee would rate 2B-.

At the performance evaluation meeting, managers and employees compare their ratings, and employees ask for feedback on how they can improve.

But rating systems can have their challenges that are often rooted in bias . For example, women are more likely to rate themselves lower than men. People from individualistic cultures, which emphasize individuals over community, will rate themselves higher than people from collectivist cultures, which place a premium on the group rather than the individual.

2. Open-Ended Question Self Evaluation

Open-ended questions ask employees to list their accomplishments, setbacks and goals in writing. The goal of open-ended questions is to get employees thinking deeply about their work and where they need to improve. 

Open-ended questions allow employees a true voice in the process, whereas “self ratings” can sometimes be unfair , Fresia Jackson, lead research people scientist at Culture Amp , said. 

With open-ended questions, employees tend to be more forgiving with themselves, which can be both good and bad. Whatever result open ended questions bring about, they typically offer more fodder for discussion between employees and managers.

3. Hybrid Self Evaluation

Hybrid self evaluations combine both rating questions and open-ended questions, where employees assess their skills and accomplishments by using a number scale and by answering in writing. This type of self evaluation lets employees provide quantitative and qualitative answers for a more holistic reflection. 

Self-Evaluation Questions for Performance Reviews

If you’ve never done a self evaluation, or if you just need a refresher before your next performance review, looking over some examples of self evaluation questions — like the ones below — can be a helpful starting point.

Common Self-Evaluation Questions for Performance Reviews

• What are you most proud of?
• What would you do differently?
• How have you carried out the company’s mission statement?
• Where would you like to be a year from now?
• List your skills and positive attributes.
• List your accomplishments, especially those that impacted others or moved you toward goals.
• Think about your mistakes and what you’ve learned from them.
• What are your opportunities to grow through advancement and/or learning?
• How do the above tie to your professional goals?

Self-Evaluation Questions for Career Planning and Growth

• What are you interested in working on?
• What are you working on now?
• What do you want to learn more about?
• How can I as your manager better support you?
• What can the company do to support your journey?
• How can the immediate team support you?
• What can you do to better support the team and the company? 

Self-Evaluation Questions for Performance and Career Goals

• How did you perform in relation to your goals?
• What level of positive impact did your performance have on the team?
• Did your performance have a positive impact on the business?
• What was your level of collaboration with other departments?
• What corporate value do you bring to life?
• What corporate value do you most struggle to align with?
• Summarize your strengths.
• Summarize your development areas.
• Summarize your performance/achievements during this year.
• How would you rate your overall performance this year? 

Related How to Set Professional Goals

How Should Managers Approach Self Evaluations?

It’s clear here that self evaluations, as a type of performance review, are more employee- than manager-driven. That said, managers are a key ingredient in this process, and the way managers handle self evaluations determines much about how useful they are and how well employees respond to them. To make sure they’re as effective as possible, consider these suggestions.

Train Managers on How to Use Evaluations

“If you don’t, there’s no point in doing them, because the manager is going to be the one driving the conversations,” Elisabeth Duncan, vice president of human resources at Evive, said. “Without training, the [evaluations] will be a checkbox and not meaningful.”

Don’t Use Ratings Formulaically

The results of self evaluations that employ a scale (say, one to five) can vary wildly, as one manager’s three is another manager’s five. Use the scale to identify and address discrepancies between the manager’s and employee’s answers, not to decide on raises or promotions across the company.

Hold Self Evaluations Often

They work best as career-development tools if they’re held semi-annually, quarterly or even more often. “It’s about an ongoing, consistent conversation,” Duncan said.

Tailor Them For Each Department

Competencies in sales very likely differ from competencies in tech, marketing and other departments. Competencies for junior-level employees probably differ wildly from those for senior managers. Self evaluations tailored to different employee populations will be more effective, and fairer.

Stress That the Rating Is Just the Start

The rating or the open-ended questions are the beginning of the evaluation process; they are not the process itself. “These are tools to trigger a conversation,” Duncan said.

Overall, think of self evaluations as a way to engage with your manager and your work in a way that furthers your career. Embrace the self evaluation and get good at writing them. In no time at all, you’ll find that they can be a productive way to reflect on yourself and your skillset.

Frequently Asked Questions

What is a self evaluation.

A self evaluation is a personal assessment used for employees to reflect on their strengths, weaknesses, accomplishments and overall progress during an allotted time on the job.

Self evaluations are often completed quarterly, semi-annually or annually, and can include numbered rating questions or open-ended written questions.

How do you write a good self evaluation?

An effective self evaluation is one where you highlight your achievements and instances of growth as well as areas for improvement during your given period of time at work. Tracking specific accomplishments and metrics can be especially helpful for writing a good self evaluation.

Jessica Powers contributed reporting to this story.

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Thomas Griffin

Be a better leader

How to Write an Authentic and Thorough Self-Evaluation (+112 Examples)

A self-evaluation is a powerful tool that holds you accountable for your strengths, weaknesses, growth and development.

In many circumstances, a well-written self-evaluation is the best way to convey what you’re doing well and how you can improve.

But writing a great self-evaluation is easier said than done, isn’t it?

Some people struggle with being honest. They want to keep the mask of deceit on and make themselves look good for their manager, so they’re not entirely truthful about some or all of the areas where they need help.

On the other hand, some struggle with being too humble. They want to show their dedication to improvement, so they fill their self-evaluations with weaknesses to overcome rather than achievements to celebrate.

Or perhaps you know your strengths and weaknesses, but when it comes time to write everything down, your mind goes blank.

(If that’s you, I’m glad I’m not the only one!)

Thankfully, you’re in the right place. My goal is that you can take inspiration from the 112 examples in this article and learn how to write a self-evaluation that is honest, detailed and actionable.

Key Takeaways

• Self-evaluations must be truthful, detailed and practical in order to be effective.
• They aid you in setting realistic development goals and clarify the path you’ll take to achieve them.
• You will rarely find a person who is consistently going and growing that hasn’t taken time to reflect on the past and plan for the future (a.k.a done a self-evaluation).

Self-Evaluation Examples

In my experience, the best self-evaluations have depth, transparency and constructive self-reflection.

It’s neither about outlining all your accomplishments nor listing your pitfalls since your last review.

Instead, it’s an opportunity to delve into your contributions to the company and your areas for improvement. An honest evaluation reflects on the challenges you’ve faced, lessons you’ve learned and what you’re doing now and in the future to refine yourself as a human and employee. 

Since the best self-evaluations offer room for accomplishment and development, the evaluation examples below offer both types of responses. 

Communication Examples

Communication is essential in any workplace (and will likely be evaluated in your reviews).

When you think about communication, you likely think of how you converse with others. But don’t forget to review your nonverbal communication skills, written communication and other ways you may build working relationships with others.

Phrases of Accomplishment

• “My written communication is timely and well-written. My coworkers and clients know they can rely on me to respond to their messages promptly. If I find myself in a meeting or another situation where I cannot respond right away, I will make others aware of it through my status and email auto-reply.”
• “My communication created a collaborative environment during project X, leading to…”
• “I demonstrate strong, active listening skills during client meetings, resulting in a deeper understanding of my client’s perspectives and needs.”
• “I routinely conduct well-organized meetings and presentations to deliver essential information that resonates with my team and leads them to take action.”

Phrases of Improvement

• “I want my nonverbal communication to reflect that I am actively listening when I am in meetings. I am working on making more eye contact with speakers. I am also working on withholding my thoughts until the speaker has completed their presentation and is ready for questions and suggestions.”
• “In some instances, I may have assumed others understood my perspective without seeking confirmation, leading to communication gaps in projects. To prevent this, I will leave extra time in meetings for further questions and clarification.”
• “I have been told that my body language doesn’t always reflect that I am listening in meetings. I will work on my nonverbal communication skills to reflect that I am actively listening.” 
• “I often have a hard time adapting my communication style to different audiences. I plan to work on tailoring my communication to individuals and teams accordingly.”

Technical Skills Examples

Your technical skills are one of the top things that your self-evaluations should feature.

Remember to call out those skills by name and be specific about how you grew (or want to grow) your knowledge in them.

• “I’ve been completing training in my spare time, so now I have a greater understanding of the software we use, and I am eager to share my knowledge with others.”
• “My ability to troubleshoot and resolve complex technical issues regarding project X was a key factor in meeting tight deadlines and ensuring project success.”
• “I took the initiative to mentor team members in coding with X software. I fostered a culture of continuous learning within the team by sharing my expertise.”
• “I effectively collaborated with cross-functional teams, translating technical jargon into clear and accessible language for non-technical stakeholders, facilitating smoother communication.”
• “I am struggling to understand the new process for inputting data. I plan to reach out to a peer to teach and assist me.” 
• “I am committed to improving my coding efficiency by writing cleaner and more modular code, which will contribute to projects getting completed faster.”
• “My writing skills have improved, but I know that I can improve my grammar and proofreading. I plan to reach out to one of our editors for a one-on-one training session.”
• “I understand the importance of documentation in technical projects, and I am working to improve my clarity and comprehensiveness by implementing the feedback I received and augmenting my own work with helpful AI tools.”

Reliability Examples

You are what you repeatedly do.

The best employees are reliable and take ownership of their work. So, your managers and team members need to be able to rely on you to follow through with work that meets or exceeds expectations and is on time or ahead of schedule.

While writing your review, share examples of times when you were able to step up and be a dependable employee. Bonus points if you can call out those times where you went above and beyond on a project you weren’t originally assigned to!

• “I consistently met or exceeded deadlines, demonstrating a high level of dependability in completing tasks and projects.”
• “During periods of high workload, I effectively prioritized tasks and maintained a consistent level of productivity, preventing delays in project timelines.”
• “I was proactive in anticipating potential challenges and took preventative measures to ensure the smooth execution of projects, earning the trust of my team.”
• “My colleagues and supervisors could rely on me to follow through on commitments.”
• “Sometimes I feel overwhelmed with my workload, so I am rarely available for other projects and meetings. I am working on better managing my time to be more available.” 
• “I am actively improving my communication skills about potential delays to ensure that the team is informed and can adjust expectations accordingly.”
• “I recognize that consistency is key to reliability, and I’m focused on maintaining a steady level of performance even during busy periods.”
• “I am seeking feedback from colleagues to identify areas where I can enhance my reliability and am committed to continuously improving this aspect of my work.”

Flexibility Examples

Projects rarely start and finish according to the original plan, so I recommend honing your ability to be flexible. 

If you notice a “flexibility” section on a self-review, reflect on the times you were required to adapt to an extenuating circumstance and how you reacted to it.

• “During the holidays, we have periods of high workload. Thankfully, I was able to manage my time and resources to meet changing demands, maintaining a high level of productivity.”
• “I effectively collaborated with team members with different working styles, fostering a flexible and inclusive environment that allowed for diverse approaches to problem-solving.”
• “I demonstrated adaptability during project X by successfully adjusting the project scope and requirements to better suit the needs of the client. Through communication and schedule adjustments, I was able to ensure the team’s continued progress.”
• “In response to unexpected changes, I willingly took on new responsibilities that my teammates could not. By adjusting my priorities, I was able to  support the team’s goals.”

• “I am aware that I could benefit from being more open to alternative solutions and perspectives, and I am making a conscious effort to embrace different approaches to problem-solving.”
• “I understand the importance of being more proactive in anticipating changes, and I am working on developing a mindset that welcomes and prepares for unforeseen challenges.”
• “I recognize that my resistance to change may have affected team dynamics. I am taking steps to cultivate a more adaptable and collaborative mindset.”
• “I recognize that my preference for routine may hinder my ability to be flexible, and I am open to hearing feedback and ideas about how I can embrace a more adaptable work style similar to that of my team members.”

Development Examples

Whether it’s leadership, skill or career development, your manager wants to see you taking steps to grow and develop yourself into a better individual, employee and leader. 

Think about what you’ve done to develop yourself and share your experiences and outcomes in your evaluation.

Phrases of accomplishment

•  “I invest about one hour of my time developing my technical skills each week.”
• “I proactively sought opportunities for leadership development, successfully acquiring and applying new skills that enhanced my contributions to the team.”
• “I demonstrated a strong commitment to lifelong learning by attending relevant workshops, webinars and training sessions, continuously expanding my skill set.”
• “I took the initiative to network with colleagues who excel in specific areas, accelerating my learning curve and contributing to a knowledge-sharing culture.”

Phrases of improvement

• “I am working on improving my time management to allocate dedicated time for professional development amidst my regular workload.”
• “I acknowledge that I may have been hesitant to step outside my comfort zone, and I am actively seeking ways to embrace challenges that will facilitate skill growth.”
• “I understand the importance of setting specific goals for skill development, and I am developing a structured plan to track my progress and achievements in this area.”
• “I am seeking guidance from my mentors and colleagues to identify areas where I can focus my efforts for the most impactful career development.”

Collaboration Examples

Not a day goes by when you don’t have the opportunity to collaborate with others in the workplace.  

Chances are, your managers want to see you take advantage of the great minds around you and include others on projects where appropriate. 

Think about one or two times you effectively collaborated with one or more coworkers to go above and beyond expectations.

• “I enjoy taking on new projects that require working with my peers. When I work with my team, I know we will create a great finished product.”
• “I facilitated productive meetings and brainstorming sessions, creating an inclusive space where team members felt comfortable sharing their ideas.”
• “I willingly shared my expertise with colleagues, contributing to a culture of knowledge-sharing and mutual support.”
• “I fostered a collaborative environment by actively seeking input from team members and incorporating diverse perspectives into our projects.”
• “I have a hard time collaborating with my team members, and I sometimes feel that I can get my work done faster if I do it myself. However, I understand the importance of different perspectives, so I am learning to embrace teamwork. Even if it takes longer, I know the end product will be better for it.”
• “I recognize that there were instances where I could have been more proactive in looking for collaboration opportunities, and I am working on being more attentive to potential ways to partner with others.”
• “I am actively improving my communication skills to ensure that my ideas are conveyed clearly and comprehensively during collaborative discussions.”
• “I acknowledge that there were occasions where I may have unintentionally dominated discussions, and I am working on creating more space for my colleagues to contribute.”

Initiative Examples

While completing your core tasks come first, your leaders also want to see that you’re a self-starter.  

In fact, in my companies , resourcefulness (taking initiative) is one of the top traits I look for in both new hires and promotion potential.

Whether that looks like taking charge of a project, mentoring a fellow teammate or finding ways to improve processes, document examples of ways you took initiative and experienced the result of your resourcefulness.

• “I have consistently demonstrated a proactive approach to my work by identifying opportunities for process improvement and sharing my ideas with team leaders.”
• “I willingly volunteered for additional projects, showcasing my commitment to the success of the team and the organization.”
• “I actively contributed ideas during team discussions and meetings, showing a proactive mindset in problem-solving and decision-making.”
• “I demonstrated a proactive approach by identifying areas for improvement and implementing innovative solutions without waiting for direction.”
• “While I have taken the lead in individual projects, I recognize the need to enhance my ability to delegate tasks and empower team members.”
• “I am committed to improving my time management skills to better allocate time for proactive initiatives amidst my regular workload.”
• “I am seeking mentorship and guidance to identify areas where I can contribute more effectively and take the initiative in projects that align with my skills and interests.”
• “I am working on enhancing my confidence to take the initiative in situations where I might have hesitated in the past.”

Client Relations Examples

You’ll likely see this field on your self-evaluation if you’re in a client-facing position, since client relations are essential to business operations. 

When writing your responses, call out specific clients and projects that were successful due to your ability to maintain a great relationship. 

• “On the few occasions when my clients were unsatisfied with our work, I quickly rectified the situation by listening to their feedback, revising the deliverable and taking notes for future reference.” 
• “I demonstrated excellent communication skills, ensuring that clients were well-informed about project progress and any potential challenges.”
• “I actively sought client feedback and utilized it to make improvements, showing a commitment to providing exceptional service.”
• “I successfully managed client expectations by setting clear and realistic timelines, resulting in increased satisfaction and trust.”

• “While I have effectively managed existing client relationships, I acknowledge that I need to invest more time in expanding our client base.”
• “I recognize that there were instances where I could have been more proactive in anticipating and addressing client concerns. I am actively working on enhancing my foresight in this area by checking in with my clients more often and asking thought-provoking questions.”
• “I am seeking additional training in conflict resolution to better handle challenging situations and maintain positive client relationships even in difficult circumstances.”
• “I acknowledge the need to provide more detailed and comprehensive updates to clients, and I am implementing strategies to enhance the transparency and clarity of my communication.”

Timeliness of Work Examples

Demonstrating a commitment to timely completion of tasks shows high personal integrity and impeccable organizational skills. 

In your evaluation, highlight instances where you met deadlines, or list the challenges that prevented you from reaching them.

• “I consistently meet project deadlines by prioritizing important tasks and improving my time management.”
• “I actively communicated with team members to coordinate timelines and expectations, contributing to a well-organized workflow.”
• “I implemented efficient time management strategies, allowing me to handle multiple tasks simultaneously without sacrificing the quality of my work.”
• “I consistently delivered work ahead of schedule, allowing ample time for revisions and improvements, which positively impacted project outcomes.”
• “I occasionally struggle with time estimation, which can lead to overcommitting and missing deadlines. I am working to improve this by picking out certain tasks that I should place a time limit on. This way,  I can move through my day without dwelling on unimportant tasks.”
• “I am implementing strategies to better prioritize tasks, ensuring that I allocate sufficient time to critical projects to meet deadlines more consistently.”
• “I acknowledge the importance of setting realistic timelines, and I am working on creating more accurate estimates for task completion.”
• “I understand the need for proactive communication when facing challenges that may impact deadlines, and I am working to enhance my communication in such situations.”

Creativity Examples

I’ve seen creativity drive problem-solving and innovation in multiple workplaces. 

As you contemplate your creativity usage, emphasize instances where your unique thinking led to solutions that positively impacted the project or organization. 

If you feel you’re lacking creativity, provide some details of things you feel could be improved with some out-of-the-box thinking.

• “I actively contribute to a culture of creativity by encouraging out-of-the-box thinking in team discussions.”
• “I actively sought out opportunities to infuse creativity into my work, resulting in unique and impactful outcomes that surpassed expectations.”
• “I fostered a culture of creativity within the team by encouraging diverse perspectives and brainstorming sessions that led to breakthrough ideas.”
• “I contributed to a more visually appealing and engaging work environment by incorporating creative elements into presentations, reports and other deliverables.”
• “I am working on stepping out of my comfort zone to explore new approaches and techniques that can enhance the creative aspects of my work.”
• “I understand the value of collaboration in fostering creativity, and I am actively seeking more opportunities to exchange ideas with colleagues to spark innovation.”
• “I acknowledge that there were instances where I may have been too risk-averse in my approach, and I am working on embracing a more experimental mindset to fuel creativity.”
• “While I haven’t been the most creative in the past, I am trying to develop unique ideas for improving strenuous processes like data analysis. I feel confident that I can use my creative thinking skills to speed up this process.”

Problem-Solving Skills Examples

Your problem-solving skills are critical for navigating and achieving success in challenging situations. 

As you respond to these hard questions about problem-solving skills, ponder times when you proactively identified issues and found long-term solutions. 

• “I am skilled at thinking on my feet and adapting to unexpected challenges, like when a team member was out sick, and I reevaluated my team’s schedules so we could still meet our strict deadline.”
• “I successfully identified root causes of issues, allowing for targeted and sustainable solutions rather than quick fixes.”
• “I actively collaborated with team members to brainstorm and implement innovative solutions to complex problems.”
• “I demonstrated adaptability by quickly adjusting my problem-solving approach when faced with unexpected obstacles.”

• “I occasionally struggle with involving a broader range of perspectives when tackling problems. I tend to rely on my insights. Moving forward, I will bring concerns to my team so we can collaborate on finding a solution.”
• “I acknowledge that there were instances where I may have been too focused on immediate solutions, and I am working on incorporating more long-term thinking into my problem-solving approach.”
• “I am seeking additional training and resources to strengthen my problem-solving toolkit and address specific areas where I feel less confident.”
• “I recognize the need to enhance my problem-solving skills, particularly to identify and implement effective solutions under time constraints. Since I admire my teammate’s ability to make fast decisions, I set up a mentorship session to learn from them.”

Quality of Work Performance Review Examples

Your work quality reflects your expertise, skill, professionalism and overall success in your position (and is likely to be reviewed in a self-evaluation). 

When responding to quality of work questions, think about how you used attention to detail and commitment to excellence to achieve great results.

• “I actively sought and applied feedback to enhance the quality of my work, leading to continuous improvement in my deliverables.”
• “I paid meticulous attention to detail, ensuring accuracy and precision in all aspects of my assignments.”
• “I successfully met project goals while maintaining a high level of quality, showcasing my ability to balance efficiency with thoroughness.”
• “I actively sought out opportunities for professional development to stay updated on industry best practices, contributing to the overall improvement of the team’s output.”
• “I recognize that there were instances where I could have improved the quality of my work, and I am actively seeking feedback to identify specific areas for enhancement.”
• “I am refining my attention to detail to ensure that all aspects of my work meet the highest standards of accuracy and precision.”
• “I understand the importance of thorough research in maintaining high-quality work, and I am actively seeking to enhance my research skills in areas where improvement is needed.”
• “I am committed to setting aside dedicated time for thorough reviews and revisions to catch potential errors and improve the quality of my deliverables.”

Project Management Examples

Your project management skills prove that you can organize tasks and allocate your time and resources effectively to complete projects within deadlines. 

As you reflect on your project management skills, think about the times when you executed a project successfully through time management, coordination and effective communication 

• “I successfully led cross-functional teams in the completion of projects, ensuring we completed all tasks on time and within scope.”
• “I effectively utilized project management tools to plan, monitor and control project timelines, resulting in successful project deliveries.”
• “I actively communicated project progress to stakeholders, keeping them informed and addressing any concerns promptly.”
• “I demonstrated strong organizational skills, creating and maintaining detailed project plans that contributed to the team’s overall success.”
• “I am working on improving my communication with team members and stakeholders to provide more frequent and transparent updates on project progress.”
• “I understand the importance of risk management in project execution, and I am actively seeking ways to improve my ability to identify and mitigate potential risks.”
• “I acknowledge that there were instances where we didn’t meet project timelines, and I am implementing strategies to improve my time management and prioritize tasks more effectively.”
• “I am seeking feedback from team members to identify areas where I can improve collaboration and teamwork in project settings, and I am committed to making adjustments based on that feedback.”

Leadership Abilities Examples

Whether you’re seeking a leadership role or not, management will likely ask you how well you lead others. Leadership can include leading yourself and others as you inspire unique solutions, foster collaboration and take initiative.

Think about how you were able to use your leadership skills to support the achievements of your team and the organization.

• “I demonstrated strong decision-making skills, providing clear direction and guidance to the team last week in our brainstorming session.”
• “I actively facilitated effective communication within the team, ensuring that everyone felt heard and understood.”
• “I successfully delegated tasks based on team members’ strengths, leading to improved efficiency and overall project success.”
• “I led by example, embodying the values and work ethic I expected from my team, which positively influenced our collective performance.”

• “I recognize the need to enhance my delegation skills, and I am actively working on better understanding the strengths and weaknesses of each team member to assign tasks more effectively.”
• “I am working on providing more constructive feedback to team members that is both helpful and motivating.”
• “I understand the importance of fostering a more inclusive team culture, and I am actively seeking ways to ensure that all team members feel valued and heard.”
• “I acknowledge that there were instances where I could have communicated more effectively during challenging situations, and I am working on improving my crisis management and communication skills.”

The Purpose of Self-Evaluations

I believe that great self-assessments act as a powerful tool to help you discover who you are, who you’d like to become and how to get there. 

When self-evaluation is done right, you can: 

• Prepare your thoughts for performance reviews
• Determine your progress 
• Align yourself with the organization
• Set future goals
• Define essential areas of improvement
• Highlight your strengths 
• Identify abilities and skills that may be going unused
• Discover areas where you can help and train others 
• Demonstrate accountability

7 Tips for Writing an Honest Self-Evaluation

A great evaluation that will achieve the above outcomes is specific, detailed and most importantly – honest .

But if you’re new to writing evaluations, you may have no idea where to start.

Here are seven things to do while writing your self-evaluation:

• Reflect on past goals. Ask yourself, “Did I achieve any of my past goals?” If you did, call them out in your evaluation and the results of achieving your goals. If not, make a game plan for how you will accomplish your goals next time.
• Be specific. A vague self-evaluation benefits no one. Give examples. Use detail. If there’s a problem, share the very root of it. The more details you offer, the more you and your manager will learn from it.
• Use the S.T.A.R. (Situation, Task, Action, Result) method. With the S.T.A.R. method, you will provide a concise yet comprehensive overview of your experiences. A S.T.A.R. answer may look something like, “Last month, I was working on X project, and I had an extremely tight timeline. I immediately scheduled a team meeting to see if any members were willing to share the workload. I was fortunate enough to have two members take on some of the work. Through delegation and constant communication, we completed all of the work on time and exceeded the client’s expectations.”
• Provide examples of growth. When evaluating yourself, don’t forget to mention areas where you’re actively growing and improving. Even if that skill isn’t perfect,  the work you’re putting into it is always worth mentioning. You may say something like, “I’ve noticed a significant improvement in my project management skills. Since my last review, I’ve been able to successfully manage and schedule 12 projects and turn them in on or ahead of schedule.”
• Address feedback received. Chances are, you’ve been on the receiving end of feedback a few times, even between evaluation periods. Don’t be afraid to mention some of that feedback in your evaluation and what you did or are doing to improve. For example, you could add something like, “My coworker mentioned that she feels I don’t make myself available enough to address questions she has about project details. To remedy this, I am implementing an open door policy for three hours a day to make myself available for anyone to come to me with questions.”
• Remain objective and professional. You must provide an honest and constructive assessment throughout your evaluation. To remain objective, remember to use a neutral tone, refrain from being defensive, avoid using personal opinions and be transparent. Practicing professionalism and objectivity will demonstrate self-awareness and commitment to growth — two characteristics your employer looks for in these reviews.
• Set actionable future goals. Most self-evaluation forms will already have a section where you’ll write down future goals. And while a goal can be as simple as “I want to improve my collaboration skills,” it’s not necessarily effective if you don’t also write down your game plan.  Instead of the previous goal, you could write, “I want to improve my collaboration skills by being more open to my coworker’s ideas when I am looking for inspiration. For my next few projects, I will message our team chats with a brief project synopsis and see if anyone would like to lend ideas to or collaborate with me on the project.”

Key Benefits of Self-Evaluations

With so much already on your plate, you may wonder, ”Why should I complete a self-evaluation when my boss is already reviewing my performance?”   

You’d be surprised by how many times I’ve heard those words. 

To me, a self-evaluation is much more than a review of your performance. It’s a time for self-reflection to understand how far you’ve come and see where you’re going.

It’s a visual representation of who you are and who you want to be.

I can personally testify that the results of self-evaluations are tremendous when taken seriously. Here are the top four benefits I often see from those who conduct honest self-reviews.

1. Increases Self-Awareness

When you evaluate yourself, you might find that you can better recognize your work style, preferences, values and more. As you learn more about yourself as an employee, you can enhance your skills, improve workplace relationships and set yourself up for success.

2. Accomplishes Realistic Goal Setting

No one can set a realistic goal for you the way you can. While a manager or coworker can help you create a goal, you’re the only person who truly knows what you can accomplish (and your limits on accomplishing it). A truthful self-evaluation can help you clarify your priorities, instill a sense of direction and create a plan to help you achieve your goals. 

3. Opens a Line of Communication and Feedback

Self-evaluations should always be conducted before the manager review. Doing this allows for more open discussions during the review process and facilitates a mutual understanding of feedback on strengths, weaknesses, expectations, opportunities and more. 

4. Encourages Accountability and Ownership 

Individuals who regularly participate in self-evaluations show accountability for their actions and outcomes. Encouraging employees to reflect on their past actions, achievements, strengths and weaknesses can help them learn more about how their work impacts those around them.

Growth and Success at Awesome Motive

If you’re looking for a place to grow and work with incredible humans, Awesome Motive may be the place for you. At Awesome Motive, we encourage and support you in reaching your fullest potential. Through powerful leadership and goal-setting tools like self-evaluations and frequent reviews, we believe in setting up our employees for success — whatever that looks like to them. 

If you are committed to excellence and ready for a workplace that has a big vision and wants to see you win in it, check out our job openings at Awesome Motive today. 

To achieving success through growth and learning, Thomas

Hello! I'm Thomas, and I'm a tech entrepreneur, veteran business owner, seasoned investor and a leader of leaders. My software powers organizational success for more than 25 million websites across the globe, and my content is read by thousands each month.

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Ultimate guide to writing a self-evaluation essay, carla johnson.

• June 14, 2023
• Essay Topics and Ideas , How to Guides

Self-evaluation essays are a type of writing assignment that asks people to think about their own skills, accomplishments, and performance. The goal of a self-evaluation essay is to give a full picture of one’s own strengths and weaknesses so that areas for improvement can be found and goals for personal and professional growth can be set.

Self-evaluation essays are an important part of both personal and professional growth. They give people a chance to think about how they’ve done and set goals for the future . By thinking about themselves, people can learn more about their strengths and weaknesses and make a plan for continuing to grow and get better.

In this complete guide to writing a self-evaluation essay, we’ll look at the most important parts , such as planning, writing, and editing. We’ll also give you advice on how to come up with ideas and organize them, as well as how to think about your own performance and what you’ve done well. By the end of this guide, readers will have the skills and knowledge they need to write effective and meaningful self-evaluation essays in a variety of situations.

What You'll Learn

Elements of a Self Evaluation Essay

A self evaluation essay typically includes the following elements:

1. The purpose of a self evaluation essay: The goal of a self-evaluation essay is to give a full picture of your skills, accomplishments, and areas where you can improve. In the essay, you should be honest and thoughtful about your own performance and set goals for personal and professional growth.

2. Reflection and self-assessment: A self evaluation essay requires individuals to reflect on their own performance and accomplishments. This may include reflecting on past experiences , identifying areas for improvement, and setting goals for the future.

3. Identification of strengths and weaknesses: In a self-evaluation essay, it’s important to talk about both your strengths and weaknesses. This could mean talking about what has been done well and what needs to be improved.

4. Goals and objectives for personal growth: In a self-evaluation essay, you should list specific goals and objectives for your own and your career’s growth. This could mean setting goals to improve skills, move up in your career, or take care of your own health .

5. Evidence and examples to support claims: The claims in a self-evaluation essay should be backed up by evidence and examples. This can include specific examples of accomplishments, feedback from others, or data to back up claims about skills or accomplishments.

Preparing to Write a Self Evaluation Essay

Before you start writing a self-evaluation essay, you should prepare by gathering information and evidence, coming up with ideas, and writing down your goals and objectives. Here are some tips for getting ready to write an essay about yourself:

1. Gathering information and evidence: Before you start writing, make sure you have all the information or proof you need to back up your claims. This could be your past performance reviews, comments from coworkers, or information about what you’ve done.

2. Brainstorming and outlining: Before you start writing, give yourself time to think of ideas and put them in order. Make a plan that includes the most important parts of a self-evaluation essay, such as reflection, identifying your strengths and weaknesses, and setting goals for your own growth.

3. Identifying goals and objectives: Before you start writing, you should set specific goals for your personal and professional growth. This could mean setting goals to improve skills, move up in your career, or take care of your own health.

4. Choosing a format and structure: Choose how your self-evaluation essay will look and be put together. This could mean choosing a chronological or thematic approach, or using a certain format or template.

By taking the time to prepare and gather information, individuals can write more effective and meaningful self evaluation essays that accurately reflect their own performance and accomplishments.

Writing a Self Evaluation Essay

When writing a self evaluation essay , it is important to follow a clear structure that includes an introduction, body paragraphs, and a conclusion. The following tips can help you to write an effective self evaluation essay:

1. Introduction: Begin with a hook that grabs the reader’s attention and provides context for the essay . Introduce the purpose of the essay and provide a thesis statement that summarizes your main argument.

2. Body paragraphs: The body of the essay should include several paragraphs that address different aspects of your performance, skills, and accomplishments. Use specific examples and evidence to support your claims and provide a clear and detailed reflection on your own performance.

3. Conclusion: Summarize your main points and restate your thesis statement. End with a statement that reflects on what you have learned from the self evaluation process and outlines your goals for personal and professional growth.

4. Tone and style: Use a professional and objective tone when writing a self evaluation essay. Avoid using overly emotional or defensive language, and focus on providing an honest and thoughtful reflection on your own performance.

5. Grammar and mechanics: Pay careful attention to grammar, mechanics, and spelling when writing a self evaluation essay. Use clear and concise language, and proofread your essay carefully to ensure that it is error-free.

Self Evaluation Essay Examples

To better understand how to write a self evaluation essay, it can be helpful to examine examples of effective essays . Here are some key takeaways from successfulself evaluation essays:

1. Sample self evaluation essay: A sample self evaluation essay can provide a helpful template for structuring your own essay. Look for essays that focus on specific goals or accomplishments, and use them as a guide for organizing your own essay.

2. Analysis of effective self evaluation essays: Analyze effective self evaluation essays to identify the key elements that make them successful. Look for essays that provide specific examples and evidence to support claims , and that offer a clear and honest reflection on strengths and weaknesses.

3. Key takeaways from successful self evaluation essays : Successful self evaluation essays typically include a clear and well-structured introduction, detailed body paragraphs that provide specific examples and evidence, and a thoughtful conclusion that reflects on what has been learned and sets goals for future growth.

By studying examples of effective self evaluation essays and applying the tips and strategies outlined in this guide, individuals can write more effective and meaningful self evaluation essays that accurately reflect their own performance, skills, and accomplishments.

Self Evaluation Essay Topics

When choosing a topic for a self evaluation essay , consider areas where you have experienced personal growth, challenges, or accomplishments. Here are some potential topics to consider:

1. Personal achievements and challenges: Write about a personal achievement or challenge that you have experienced, and reflect on what you learned from the experience.

2. Educational and career goals: Write about your educational or career goals, and reflect on the progress you have made toward achieving them.

3. Personal growth and development: Write about a specific area where you have experienced personal growth and development, such as communication skills or leadership abilities.

4. Strengths and weaknesses: Write about your strengths and weaknesses, and reflect on how they have impacted your personal and professional life.

5. Critical reflection on experiences: Write about a specific experience that has had a significant impact on your life, and reflect on what you have learned from the experience.

Self Evaluation Essay Outline

A clear and well-organized outline is essential for writing an effective self evaluation essay . Here are some tips for creating an effective outline:

1. Basic outline structure: Your outline should include an introduction, several body paragraphs, and a conclusion.

2. Tips for creating an effective outline: Start by brainstorming and organizing your thoughts into a logical sequence. Use bullet points or short phrases to outline the key ideas in each section of your essay . Make sure that your outline includes specific examples and evidence to support your claims.

3. Examples of selfevaluation essay outlines: Here is an example of a basic outline structure for a self evaluation essay:

I. Introduction

   A. Hook

   B. Context

   C. Thesis statement

II. Body Paragraphs

   A. Reflection on personal achievements and challenges

      1. Examples and evidence to support claims

      2. Reflection on what was learned

   B. Discussion of educational and career goals

      1. Progress made toward achieving goals

      2. Reflection on areas for improvement

   C. Analysis of personal growth and development

      1. Specific areas of growth

      2. Reflection on how growth has impacted personal and professional life

   D. Identification of strengths and weaknesses

      1. Discussion of strengths and how they have contributed to success

      2. Discussion of weaknesses and how they have been addressed

   E. Critical reflection on experiences

      1. Discussion of a specific experience

      2. Reflection on what was learned from the experience

III. Conclusion

   A. Summary of main points

   B. Reflection on what was learned from the self evaluation process

   C. Goals for personal and professional growth

By following a clear and well-organized outline, individuals can write more effective and meaningful self evaluation essays that accurately reflect their own performance, skills, and accomplishments.

Self Evaluation Essay Thesis

An important part of a self-evaluation essay is a thesis statement. It gives a clear and concise summary of the main point or argument of the essay and helps the reader figure out what to do with the rest of the essay. Here are some tips for writing a strong thesis statement for a self-evaluation essay:

1. Purpose and importance of a thesis statement : The purpose of a thesis statement is to provide a roadmap for the rest of the essay. It should convey the main argument or focus of the essay , and provide a clear and concise summary of the key points that will be discussed.

2. Tips for crafting a strong thesis statement: To craft a strong thesis statement, start by brainstorming and organizing your thoughts. Identify the key themes or ideas that will be discussed in the essay , and use these to craft a clear and concise thesis statement. Make sure that your thesis statement is specific, focused, and relevant to the topic of the essay .

3. Examples of effective self evaluation essay thesis: Here are some examples of effective thesis statements for self evaluation essays:

– “Through reflecting on my personal achievements and challenges, I have gained a deeper understanding of my own strengths and weaknesses, and have identified opportunities for personal and professional growth.”

– “My educational and career goals have been shaped by my experiences and accomplishments, and I am committed to continuing to develop my skills and knowledge in order to achieve these goals.

– “Through engaging in critical reflection on my experiences, Ihave gained a greater appreciation for the value of personal growth and development, and have identified specific areas where I can continue to improve.”

Self Evaluation Essay Structure

A successful self evaluation essay should follow a clear and well-structured format. Here are some tips for structuring a successful self evaluation essay:

1. Introduction: The introduction should include a hook that grabs the reader’s attention, provide context for the essay, and include a clear and concise thesis statement that summarizes the main argument or focus of the essay .

2. Body paragraphs: The body of the essay should include several paragraphs that address different aspects of your performance, skills, and accomplishments. Use specific examples and evidence to support your claims, and provide a clear and detailed reflection on your own performance.

3. Conclusion: The conclusion should summarize the main points of the essay , restate the thesis statement, and provide a thoughtful reflection on what has been learned from the self evaluation process. It should also include goals for personal and professional growth.

4. Tips for structuring a successful self evaluation essay: To structure a successful self evaluation essay, organize your thoughts into a clear and logical sequence. Use specific examples and evidence to support your claims, and make sure that each paragraph focuses on a specific aspect of your performance or experience. Use transitions to connect ideas and ensure that the essay flows smoothly.

By following these tips and structuring your self evaluation essay in a clear and well-organized format, you can write an effective and meaningful essay that accuratelyreflects your own performance and accomplishments.

Frequently Asked Questions

1. what is a self evaluation essay.

A self-evaluation essay is a piece of writing in which the writer thinks about their own skills, accomplishments, and performance. The goal of a self-evaluation essay is to give a full picture of one’s own strengths and weaknesses so that areas for improvement can be found and goals for personal and professional growth can be set.

2. What are the elements of a self evaluation essay?

A self-evaluation essay usually includes reflection and self-assessment, identification of strengths and weaknesses, goals and objectives for personal growth, evidence and examples to support claims, and a clear and well-organized structure.

3. How do I choose a topic for a self evaluation essay?

When choosing a topic for a self-evaluation essay, think about areas in which you’ve grown, faced challenges, or done well. Personal successes and problems, educational and career goals, personal growth and development, strengths and weaknesses, and a critical look back on experiences are all possible topics .

4. How do I structure a self evaluation essay?

The format of a self-evaluation essay should be clear and well-structured, with an introduction, body paragraphs, and a conclusion. The introduction should have a hook, set the scene for the essay , and have a clear statement of the essay’s main point. The body of the essay should have several paragraphs that talk about different parts of your performance, skills, and accomplishments. The conclusion should summarize the main points of the essay and give goals for personal and professional growth.

5. What are some tips for writing a successful self evaluation essay?

Some tips for writing a good self-evaluation essay include gathering information and evidence, coming up with ideas and making an outline, identifying goals and objectives, using a professional and objective tone, paying attention to grammar and mechanics, and using specific examples and evidence to support claims.

Writing a self-evaluation essay can help you improve as a person and as a worker. By thinking about your own performance, skills, and accomplishments, you can learn more about your strengths and weaknesses and set goals for continuing to grow and get better. To write a good self-evaluation essay, you should stick to a clear and well-organized structure, use a professional and objective tone, and back up your claims with specific examples and evidence.

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How to Write a Self-evaluation Essay

For some students, writing a self-assessment essay is not an easy task. It is overwhelming because you have to evaluate your strengths and weaknesses and then give an objective report on the evaluation. In this guide, we will explain how to write a self-evaluation essay like an expert.

What is a Self-evaluation Essay

A self-evaluation is a review of your performance. The self-evaluation essay encourages you to evaluate your strengths, weaknesses, and achievements in a particular area.

After the assessment, you describe your successes, challenges, and lessons learned. You also define the areas you need to improve.

What is the Purpose of a Self-evaluation Essay

Learning how to write a self-assessment essay serves many purposes in college. First, it encourages you to assess your strengths and weaknesses. This assessment helps you to better understand your strengths, progress, and weaknesses. The assessment also motivates you to address weaknesses and look for opportunities to develop further.

Types of Self-evaluation Essay

There are several types of self-evaluation essays, each with its own focus. A personal reflective essay, for example, focuses on your experiences and thoughts. In contrast, a professional reflective essay focuses on professional experiences.

Other types of self-evaluation essays include:

• Creative reflective essay
• Cultural reflective essay
• Social reflective essay
• Historical reflective essay
• Comparative reflective essay
• Group reflective essay
• Educational reflective essay

What is the Format of a Self-evaluation Essay

A self-assessment essay consists of an introduction, a body, and a conclusion. In the introduction, you state the purpose of the essay and present your thesis. In the main body, you discuss your accomplishments, challenges, strengths, and weaknesses. Your essay ends with a conclusion in which you summarize your self-assessment. This is the simple structure that our essay helpers use for self-evaluation essays.

Writing Process of a Self-evaluation Essay

There is no exact procedure for writing your self-evaluation essay. First, gather information about your achievements, strengths, and weaknesses. Then organize your thoughts into an outline that includes an introduction, body, and conclusion. Revise the outline to correct grammatical and spelling errors.

When you say “ write my paper 4 me” , our experts will use the above tips as a starting point. Our experts have already written thousands of essays for students who buy essay from us.

How to Write a Self-evaluation Essay: How to Format

When formatting a self-evaluation essay, there is no particular style that must be followed. The reason for this is that the essay is based on your thoughts and not on the research of other scholars.

However, if you ask us, “ do my self-evaluation essay ,” our experts recommend formatting the essay according to standard styles when using outside sources:

• AMA (American Medical Association)
• APA (American Psychological Association)
• Harvard / Turabian
• IEEE (Institute of Electrical and Electronics Engineers)
• MLA (Modern Language Association)

How to Write a Self-evaluation Essay: Importance of Writing

Learning how to write a self-evaluation essay has many benefits for your academic and personal life. For one, it boosts your self-confidence, a prerequisite for making better decisions and understanding yourself better.

Other benefits of writing a self-evaluation essay include:

• It helps to set goals. Learning how to write a self-evaluation essay will help you recognize your strengths and weaknesses. In turn, you can use this knowledge to create an action plan to achieve your academic goals.
• It gives you the opportunity to showcase your achievements. A self-assessment essay gives you the opportunity to recognize and appreciate your achievements. This recognition can boost your self-confidence.
• It promotes a sense of responsibility. A self-evaluation essay promotes a sense of responsibility in many ways. First, the essay encourages you to evaluate your strengths and weaknesses in order to recognize opportunities for improvement. Second, the essay motivates you to review your progress and determine if you are meeting expectations.
• It facilitates communication with lecturers. A self-assessment essay serves as a conversation starter with your professor. In these conversations, you can discuss your academic performance and areas for improvement.
• It improves problem-solving. Writing a self-evaluation essay simplifies problem-solving in some ways. It helps you to assess yourself and recognize a problem. It also allows you to identify the cause and find a solution.

How to Write a Self-evaluation Essay: Top Writing Tips

Writing a self-evaluation essay that earns the best grade requires the right approach. For one, you need to read and understand your lecturer’s guidelines. This way, you can find out what the professor expects.

Also, take the following tips to heart to write an excellent self-evaluation essay:

• Reflect on your strengths and weaknesses. Before you write, you should think about your strengths, weaknesses, and successes. You will need this information to write your essay.
• Be specific. If you want your self-evaluation essay to stand out, avoid generalizations. Back up your claims with relevant data, statistics, and anecdotes.
• Be objective. If you are writing a self-assessment essay, you might become biased and focus on the successes. But that’s not the purpose of the essay. You should present your strengths and weaknesses in a balanced way.
• Get feedback. Get feedback from your fellow students to gain an additional perspective on your strengths and weaknesses. Use this feedback to refine your self-assessment essay.
• Revise and submit. Before submitting your self-evaluation essay, review your writing for clarity and accuracy. Read through your essay to identify areas that need improvement, paying particular attention to sentence structure.

How to Write a Self-evaluation Essay: Most Common Mistakes Students Make When Writing

Many students focus exclusively on their weaknesses or strengths when writing a self-evaluation essay. If you focus on only one aspect, your instructor will see you as biased. You will receive a poor grade on the essay.

Other common mistakes our self-evaluation essay help online has found over time include:

• Being too critical. While you are free to name your weaknesses in self-assessment essays, some students often make the mistake of being too critical of themselves. This criticism often makes you appear biased.
• Lack of evidence. To back up your claims, be sure to cite evidence in the form of specific examples. Evidence supports your claims and adds depth to your essay.
• Being too vague. When writing a self-assessment essay, students often make the mistake of being too general. To avoid this mistake, provide detailed information to clarify and elaborate on your points.
• Failure to edit. Some students assume that their essay is perfect as soon as they finish it. The truth is that you will make several grammatical, spelling, and punctuation errors.
• Deviation from external factors. In a self-assessment essay, you need to evaluate the personal aspects that affect your performance. Therefore, you should never focus on external factors such as the behavior of others.

How to Choose Topics For Your Self-evaluation Essay

Choosing a topic is one of the easiest tasks.

Start by identifying a specific area of focus that you want to explore in your self-evaluation essay. This area could be your professional or academic progress.

Then reflect on your accomplishments, the areas where you have struggled and the lessons you have learned. This will help you assess whether you have enough information for your essay.

Remember to keep your topic narrow and specific so that you are not overwhelmed with too much information.

Examples of Self-reflective Essay Topics

A good topic for a self-evaluation essay should be specific and relevant. It should make you think about your personal, academic, or professional development.

If you ask us “write me a self-evaluation essay” , you will find examples of topics we have dealt with, among others:

• Evaluate your academic progress and the areas in which you have excelled or made an effort
• Assess your communication skills and identify areas where you can improve
• Evaluate your problem-solving skills and identify how you can improve them
• Assess your teamwork skills and consider how you can improve your ability to work with others
• Assess your learning style and explain how it affects your academic performance

How Long Should a Self-evaluation Essay be?

A self-assessment essay should be around 500 to 1,000 words or two to four pages. Your lecturer will usually specify the number of words for a self-evaluation essay. So read your assignment to find out how long your essay should be.

Learn More on How to Write a Self-evaluation Essay

We know that writing a self-assessment essay can be challenging. You need more time to think about your skills in writing and editing the essay. If you are writing such an essay for the first time, chances are you will get a bad grade.

Ask us, “Is it legitimate to pay someone to write my self-evaluation essay ?” Yes, it is. With our help, you can write a persuasive and well-organized essay highlighting your strengths and accomplishments.

Hire writer for self-evaluation essay and let us help you improve your writing skills.

FAQs About Self-evaluation essay writing service

Here you will find quick answers to frequently asked questions about writing self-evaluation essays.

What should I write in the introduction of my self-evaluation essay?

The introduction begins with a strong hook to grab the reader’s attention. It then includes background information about your professional or academic accomplishments. It ends with a clear thesis statement that outlines the main points of your self-evaluation essay.

How do I evaluate my strengths and weaknesses?

Start by reflecting on your experiences and accomplishments. Also, get feedback from people who can provide objective insight into your performance. You can also use a writing helper to save you the trouble.

How can I back up my self-assessment essay with concrete examples?

Use data and metrics to support your self-assessment. Examples include performance evaluations, project results or personal development metrics.

Full Guide: How to Write a Response essay

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Self-Evaluation Essay Examples

A self-evaluation essay aims to describe one’s accomplishments and mistakes over a given period or throughout a lifetime. It also suggests how it is possible to enhance the merits and resolve the errors.

This writing task is highly beneficial for future managers, nurses, and other students planning to work with people. We are too prone to exaggerate our merits and underestimate our failures. This essay teaches you to take a critical look at how you treat others.

Here you can consult dozens of self-evaluation essay examples featuring every possible approach to the assignment. Your own text will undoubtedly be different in structure and conclusions, but the general tone of the samples will help you do it correctly.

35 Best Self-Evaluation Essay Examples

Communication style of a program manager.

• Subjects: Communications Sociology

Personal Cultural Awareness in Management: Self-Evaluation

• Subjects: Family, Life & Experiences Personal Experiences

Privilege to Work for Exide Technologies Canada Corporation

• Subjects: Business Business Communication
• Words: 3287

Personal Planning to Building Financial Wealth

• Subjects: Business Strategy
• Words: 1417

Personal Nursing Experience and Traits Development

• Subjects: Health & Medicine Nursing
• Words: 1694

Trends in Nursing, Leadership Styles, Career Plans

• Words: 2252

Personality Type & Leadership Qualities

• Subjects: Psychology Psychology and Personality

Aspects of Nursing Informatics

Stating personal nursing philosophy.

• Words: 1361

Personal and Professional Development Plan

• Words: 1033

Personal Code of Ethics of the Nurse

Personal stress management and relaxation techniques, personal experience of ineffective leadership.

• Subjects: Business Leadership Styles
• Words: 1016

Clinical Personal Experience in a Pediatric Intensive Care Unit

• Subjects: Health & Medicine Pediatrics

Lifestyle Assessment: Personal Experiences

• Words: 2896

What It Means to Be a Philosopher

• Subjects: Philosophical Concept Philosophy
• Words: 1697

Characteristics of a Fair-Minded Thinker

Business informatics: skills and attributes.

• Subjects: Business Professions

Cognitive Dissonance and Its Impact in My Life

• Subjects: Psychological Issues Psychology

From Birth to Death: Human’s Destiny

• Words: 1936

Religion Implicit Association Test Evaluation

• Subjects: Applications of Psychology Psychology

Gender Identity: Definitions, Factors, Comparison

• Subjects: Gender Studies Sociology

The Importance of Critical Thinking at Work

Race and your community, based on personal experience.

• Subjects: Racism Sociology
• Words: 1735

The Character Who Influenced Me: Abraham Lincoln

The application of interpersonal communication skills.

• Words: 1987

Self-Perception as a Student: Powerful or Powerless?

Interest profiler and career development.

• Subjects: Career Education
• Words: 1125

Exploring the Possibilities of Business Management

• Subjects: Business Management

Leadership: Portfolio Project

• Words: 1721

Personal and Team Developmental Sequences

• Words: 1657

International Business Manager Skills Development

• Words: 2853

Human Growth & Development Class: Lessons Learnt

• Subjects: Education Study Courses and Education Programs
• Words: 3050

What I Learned in Human Resource Management – Essay

• Words: 5457

The Role of Media’s Influence

• Subjects: Linguistics Stylistics
• Words: 3421

Self Evaluation Essay

Self evaluation essay generator.

One of the most important in having to tell that you have been performing right is by the use of a self-evaluation . Not only does it tells about being aware of yourself, but also being open for self-improvement and development. When you are aware of yourself, you begin to know what your strengths and weaknesses are. Self-evaluation can also offer confidence, strong relationships and good decision making. When you are asked to write for a self-evaluation , you are more likely to reflect and demonstrate your value in an organization where you have found an avenue to grow.

7+ Self Evaluation Essay Examples

1. self evaluation form template.

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• Apple Pages

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2. Lesson Self Evaluation Sample

Size: 128 KB

3. Staff Employee Self-Evaluation Template

Size: 60 KB

4. Self Evaluation Internal Conflict Essay

Size: 26 KB

5. Self Evaluation Essay Template

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6. Self Evaluation Essay Document

Size: 363 KB

7. Self Evaluation Essay Checklist

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8. Student Self Evaluation Essay

Size: 64 KB

What is Self-Evaluation?

The act of evaluating oneself is to objectively monitor their own performance in a particular job. It is a kind of a written review that involves rating competencies, goals, and overall performance. When you are able to assess yourself, you will become someone who is active in his or her own evaluation. This increases commitment to setting up a goal , development and planning for your career.

Things To Do For Self-Evaluation

Take time . Allot an hour of your time to complete the evaluation. You may spend this time reviewing your past documentations that is related to your goals.

You may consider conducting your self-evaluation in a quiet place where nobody can disturb your focus. Devote your full attention when reflecting.

Try to keep yourself relaxed . The purpose of the evaluation is to highlight your strengths, correct weaknesses, and develop skills.

Self-evaluations are the right place for you to boast about what you have achieved without putting anyone else down. The things that you have accomplished must be stated accurately.

Write in a conversational style so that you won’t be misunderstood especially by your supervisor. Keep it natural.

Ask your co-workers about of some feedback about your performances. Avoid comments in the feedback that could lessen your self-esteem.

Use appropriate language . This means that you have to be decent with your words and choose only those words that are objective.

Writing self-evaluations essays are a good opportunity for you to identify how you are going to improve your performance . Make some recommendations . This is not a weakness. Rather, this is a strength that could help you grow and improve as a person.

Apply the knowledge you have gained . You should be able to complete the learning and apply those that you have learned that could support your performance goals and competency development.

Get your self-evaluation essay right . Write more than one draft. Make sure that you are writing thoroughly and professionally.

Example of Self-Evaluation Essay

“ …On analyzing my performance during the semester, I believe that I was quite successful to a significant extent. In this regard, it is worth mentioning the fact that I have completed seven essays during the semester and almost all of them were quite successful because I received “A” grade for the majority of my essays. I really liked my performance but I am always concerned with receiving “A” grades for my work which is the only acceptable grade for me. I am success-oriented person. This is why I just cannot afford the grade below “A”.

 Such personal position urges me to do my best and to work hard to gain the possibly highest degree but, on the other hand, it is sometimes difficult and even frustrating to pursue the highest degree, especially if it is extremely difficult to receive. For example, there were cases, when I felt the task was quite challenging for me to complete it successfully. This is why I had to work really hard to obtain “A” degree for those papers. Nevertheless, I am aware that such tasks have made the most significant contribution to my progress and academic development because they encouraged not only my creativity but also stimulated the development of research skills which helped me to learn more about the subject I wrote about and to improve my writing and academic performance overall (Frosh 103) …”

www.essaywriting.expert

Why do you have to include the list of your achievements.

Your achievements will make you proud and will bring the most value into your company.

Where do some self-evaluations used?

Some self-evaluations are used for self-review, performance review or even when you are considered to receive bonuses or salary increase.

What are some of the do’s and don’ts in self-evaluation?

Do’s – ask feedback from others, focus on your highlights, and get second opinion from someone close to you.

Don’ts – put bullets in writing for your accomplishments and make grammatical or typographical errors.

Writing a self-evaluation doesn’t have to be that stressful. Before you begin, it is important to organize yourself and focus on something positive to impress others. It will also be beneficial to your part because you will be able to provide a reflection over your achievements in which it sets you to the right path in making yourself more improved.

Text prompt

• Instructive
• Professional

Speech Evaluation Essay on the techniques used in Martin Luther King Jr.'s "I Have a Dream" speech

Speech Evaluation Essay on the effectiveness of persuasive tactics in a famous political speech

How to write a self-evaluation that will impress your boss (with examples)

• January 28, 2022

Would you rather listen to a conversation on this topic? Feel free to listen to our podcast👇

Let me guess: You’re here because your boss sent you a self evaluation form as part of your performance review, and you’ve been staring at it for 15 minutes, unable to write a single word.

Your hesitation is totally understandable! At best, self evaluations (and performance reviews in general) can feel like nothing more than another form of status update. At worst, they can feel like a high-stakes tightrope walk in which people are afraid of pointing out their mistakes or of praising themselves too highly.

Download your FREE self-evaluation template that will impress your boss.

Yep, it’s free. And trust us…it will help!

Despite their bad reputation, self evaluations (also known as self assessments or self appraisals) are worth taking seriously. A good self evaluation can have concrete benefits: improving your boss’ impression of you, putting you in line for a promotion, and even boosting your salary (more on how to do that later).

So let’s talk about how to write a self evaluation that shows the traits managers are looking for in high performers, along with examples of self evaluations you can build on.

Only You Can Save Performance Reviews

Performance reviews are like fruitcakes at Christmas:  Everyone hates them , yet they keep coming back, year after year. But why should discussing our job performance be so painful? It’s not because we’re terrible team members—it’s because the system is flawed. Employees are under tremendous pressure to prove their worth during performance appraisals but often walk away feeling misunderstood, undervalued, and confused by vague feedback. According to a  survey of Millennials by TriNet,  a human resources company:

• 62% have felt blindsided by performance reviews
• 31% feel they’ve received biased or unfair feedback
• 59% feel their manager isn’t prepared to give feedback

So what can you do to make sure your manager understands what a stellar employee you are and reflect that in your overall performance assessment?  Become your own biggest cheerleader and equip your manager to do the same.

If your manager isn’t holding up their side of the dea l by giving you actionable, constructive feedback, you’ve got to do it yourself. Wee’ll show you how to highlight your accomplishments, growth areas, and goals in a way that makes you stand out from the pack.

How to Write a Self Evaluation For a Performance Review

First, let’s start with a solid self evaluation structure. It should look something like this:

• Goals (personal or assigned)
• Areas of accomplishment since last review
• Insights on productivity
• Areas of improvement since last review
• Growth plan or professional development plan
• Company values/personal values

If your manager or HR department gave you  a form to fill out , that’s fine—but, most likely, it only exists for documentation purposes. If you really want to wow your manager, make sure everything in this outline is covered in your employee self appraisal, even if you have to add extra sections or pages.

1. Goals (Personal or Assigned)

This is similar to areas of accomplishment but important to call out on its own. Everybody has projects to work on, but your boss may have suggested other professional development goals for you to work toward. Maybe you’re supposed to be learning to use a piece of software, taking the lead on a project, or handling more customer management. If you haven’t discussed professional development with your manager, here are  three free professional development templates  to help you introduce these goals into your one-on-ones. Ideally, you’ll also have some personal goals of your own to talk about, whether that’s improving your time management, giving more confident presentations, or leveling up your skills in a specific area of your work. Regardless of the goal, in your self evaluation, you should show what progress you’ve made since your last assessment. Have you hit your benchmarks as planned? Hopefully, the answer is yes, but even if you haven’t fully achieved your goals, this can still be an opportunity to shine, as long as you show thoughtfulness and self-awareness. Bringing feedback from your last review into the next one will show you paid attention and care about your boss’s opinion.

Goal self evaluation example:

Goal:  Help our marketing team increase conversion rates from 3–5% on landing pages. Action:  Our marketing team has been focusing on beefing up our inbound campaigns, so I decided to go through the Hubspot Inbound Marketing Certification Course so I could speak our team’s language and help create better lead magnets. We didn’t quite reach our goal—we ended up increasing the conversion rate to 4.5%. However, this was important progress because it’s the first time we’ve done a project like this. I learned so much about testing and best practices, and now I feel ready to lead more tests in the coming year.

2. Areas of Accomplishment Since Last Review

It can be tempting to gloss over this section with a quick summary of your duties—but  don’t make that mistake . Don’t assume your manager will remember your accomplishments from the past year (or quarter or 90 days, depending on how often you have reviews) unless you draw attention to them. This section is your highlight reel, and if you’re gunning for a promotion, it’s also your audition. For example: If you’re a significant contributor to a project, include it in this section. And don’t just write the name of the project; make sure you also highlight the project’s status, what your involvement was, and the impact this project had on the company. These details are important to your manager because:

• They care about the projects you’re working on and want to know their status and other key details.
• They care about what’s occupying your time, as opposed to other projects you could be working on.

Areas of accomplishment self evaluation example:

I designed a new user flow last quarter. This took a significant amount of my work time, and it took collaborating with three different departments to make it a success. While I worked on this task, I took the opportunity to learn new software because I knew it would be a useful skill while I help out the design team (since Analisa is on leave). I’m proud to say that I completed this project two days ahead of schedule. We used it to map out priorities for product development at the end of the quarter, and I think it will be useful as a reference document for the design team for several more years.

What if you can’t remember what you worked on? To refresh your memory, ask yourself if you:

• Served on a committee
• Were assigned to a long-running project
• Wrote any reports or summaries for your boss
• Took the lead on an extra project you weren’t assigned to
• Took on a new responsibility
• Mentored someone on the team
• Took on your first direct report
• Attended events or conferences
• Designed or conducted trainings (even informal ones)
• Made an introduction for a team member
• Have any recurring to-dos or calendar events
• Have key meetings on your calendar (going all the way back to your last review)

If you can answer “yes” to one of these items, it might be an accomplishment worth mentioning. Take the time to dive deep—you never know what you (or your boss) might have forgotten!

Don’t want to dig through old emails?  With Uptick , you can quickly search through your one-on-one meeting notes for keywords and find you wrote down along the way as well as your manager’s reactions.

3. Insights on Productivity

This is the section of the self evaluation where you look under your own hood to figure out what makes you tick. What are the behaviors and circumstances that are helping you thrive, and what’s holding you back from being your most productive? Answering a question that personal can seem intimidating, but remember: Managers want you to be self-aware. It makes their job much easier when you have the ability to call out triumphs and failings, and then self-correct. It’s even better if you understand the impact you’re having on the team (and vice versa). When you collect these insights and share them with your manager, they’re getting priceless information about team culture. To uncover insights, ask yourself these questions:

• Did I have any breakthroughs, even small ones?
• When did I feel most productive? Least productive?
• What part of my job felt most challenging? What felt most rewarding?
• Which teammates brought out the best in me, and why?
• Which of my habits best served my productivity? Which ones sabotaged it?

Insight self evaluation examples:

I’ve come to the realization that I often engage in negative self-talk. Sometimes it’s not even conscious—more of a feeling that “I could never learn that skill” or “I must not be very smart if this project is overwhelming me.” I don’t know if the team can tell, but this affects my confidence. I want to be able to take projects on with gusto, so this is something I’m going to work on. Do you have any resources that you recommend?

If your insights are more critical or they focus on other people, that’s okay. But it’s hard for your manager to help if you don’t give them specific examples and say how you’d like them to intervene. Describe the reason you think the challenge exists, why it’s hard for you, and how you’ve tried to overcome it. You may have overcome this challenge already, but that doesn’t mean you shouldn’t make a note of it.

The people who sit near me are often quite loud during the lunch hour, and that’s when I get the highest call volume from our customers. I’ve talked to them about it, but the issue hasn’t gotten much better. I’m not sure what to do about it. I need to be at my desk to take calls, but this situation makes it hard to focus on the customer. Can we talk about a way to fix this?

4. Areas of Improvement Since Last Review

“Areas of improvement” is the part of the self assessment that really makes people sweat, but there’s no need to be intimidated. This is an opportunity to show that you possess self-awareness about your weak spots, and the drive to work on them—and that’s exactly what managers are looking for in their high performers. Self-awareness is an ever-elusive trait—but easier when you dedicate time to it. We recommend spending at least an hour to come up with areas of improvement, along with action steps to address them. This will help your manager find tangible ways to help you grow. They probably have their own ideas of how you can improve, but pointing out those areas and asking for help shows that you’re responsive and teachable. Some managers are passive, so you might need to pointedly ask them if they have any areas of improvement for you. Don’t shy away from asking for this feedback directly—it will give you important insight into your manager’s priorities.

We all have areas we need to improve. This isn’t about shaming yourself or being negative. It’s about taking an honest look in the mirror so you can grow—not just as an employee, but as a human being.

Areas of improvement performance review examples:

When I’m in the middle of work, especially writing, I tend to get frustrated with interruptions. I’ve noticed that I try to end the conversation quickly so I can get back to my tasks. I’d like to work on more open communication with my team so we both know what to expect from each other. For example, I can let everyone know that when I have my headphones in, it means I need to stay focused. I also had an idea to make a visual desk toy that indicates when it’s okay to interrupt me. How do you feel about me testing that out in the next two weeks?

5. Growth Plan or Professional Development Plan

Nothing says leadership skills like suggesting next steps for yourself. Again, your manager might have their own ideas on your developmental plan, but don’t wait around for them to share. You know yourself best, so read through everything you’ve written in your self-reflection so far and consider what to do next to keep growing.

Professional development employee review example:

I’m eager to take the next step in my professional development by gaining a deeper knowledge of analytics. Our professional development stipend would cover one to three courses, and there are several affordable options from edX in statistics, data analysis, or audience analytics. I’d like to choose a course and get your approval. Then I can bring my learning back to the team. For example, I could: • Facilitate a workshop or lunch-and-learn • Make recommendations on training topics for our customers • Suggest new ways to optimize marketing analytics

6. Company or Personal Core Values

This section should summarize how you conduct yourself as a person and as a member of the organization. By starting here, your boss will understand how you see yourself aligning with the company’s values, or how you define them for yourself if they aren’t stated by the company.

If your company has clearly stated values, then you’ve got it easy.  Just write out each of your company’s core values and how you’ve embodied them since your last review. Use a detailed example from a time when you went the extra mile and how it benefited the company.

Core value performance review comment example:

Core value: Customers come first We always aim to deliver our product on time, even if it means extra work. When one of our customers had mid-project delays this year, it affected our project delivery dates. They said they understood if our timeline was delayed because of the mistakes. But I did some research and realized that on-time delivery would be possible with about 15 extra hours of work. I put in the additional time to communicate with the team, explain the situation to our customer, and make sure they got their product when it was initially promised to them.

If your company doesn’t have a defined set of values, that’s okay.  Title this section “My core values.” If you need help,  check out this resource  that walks you through how to define your core values. Keep it to five or fewer—after all, if everything is core, then nothing is. Once you’ve identified your core values, give at least one example of how you exemplified each trait since your last review.

Get More From Your Self Evaluation

You’ve put all this work into your self evaluation, and it’s a thing of beauty. So don’t just hand it to HR and forget it when you can put it to work in your professional life in a lot of creative ways. As promised, here are a few ways to make your self evaluation go even further when it comes to career progression:

• Add areas of accomplishment (#2 on this list)  to your resume, personal website or portfolio, and LinkedIn profile. Now you’ll be up-to-date in case you want to freelance, network, or search for jobs.
• Use insights on productivity (#4) and areas of improvement (#5)  to generate a list of content ideas to boost your thought leadership credibility on your own media. These could be LinkedIn posts, videos, blog posts, podcasts, webinars . . . the list goes on.
• Use goals (#3) and areas of accomplishment (#2)  to come up with ideas for trainings, presentations, or even a conference talk. If you’re an expert in something, teach your team! If there’s something you’d like to learn, chances are you’re not the only one, so help create opportunities for growth.
• Look over the entire self evaluation  and look for patterns. Write them down, pick one to three ideas that resonate the most, and use them to create a  personal statement  or  tagline . This can be used in your LinkedIn headline, resume, online bios, elevator pitch—anywhere you want a stronger personal brand.
• Review goals (#3) and areas of accomplishment (#2)  to prepare for salary negotiation with your employer. A well-thought-out list of what you bring to the table and why it’s valuable is essential to any negotiation. If you come prepared with a positive attitude and relevant market research (e.g., average salaries and responsibilities for someone with your job title), you’ll be well on your way to a raise.

Your Self Evaluation Is an Opportunity, Not a Punishment

Hopefully, you’ll come away from this guide understanding how to write a self evaluation with confidence. You should be equipped to showcase your accomplishments, as well as pick examples of areas for improvement that help, rather than hurt, your career. If you put thought into your self evaluation and are willing to be self-aware, you’re guaranteed to stand out and get the kind of performance evaluation you deserve.

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Self-Evaluation of Essays

A Brief Guide to Evaluating Your Own Writing

• Writing Essays
• Writing Research Papers
• English Grammar
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

You're probably used to having your writing evaluated by teachers. The odd abbreviations ("AGR," "REF," "AWK!"), the comments in the margins, the grade at the end of the paper--these are all methods used by instructors to identify what they see as the strengths and weaknesses of your work. Such evaluations can be quite helpful, but they're no substitute for a thoughtful self-evaluation .*

As the writer, you can evaluate the whole process of composing a paper, from coming up with a topic to revising and editing drafts . Your instructor, on the other hand, often can evaluate only the final product.

A good self-evaluation is neither a defense nor an apology. Rather, it's a way of becoming more aware of what you go through when you write and of what troubles (if any) that you regularly run into. Writing a brief self-evaluation each time you have completed a writing project should make you more aware of your strengths as a writer and help you see more clearly what skills you need to work on.

Finally, if you decide to share your self-evaluations with a writing instructor or tutor, your comments can guide your teachers as well. By seeing where you're having problems, they may be able to offer more helpful advice when they come to evaluate your work.

So after you finish your next composition , try writing a concise self-evaluation. The following four questions should help you get started, but feel free to add comments not covered by these questions.

A Self-Evaluation Guide

What part of writing this paper took the most time.

Perhaps you had trouble finding a topic or expressing a particular idea. Maybe you agonized over a single word or phrase. Be as specific as you can when you answer this question.

What is the most significant difference between your first draft and this final version?

Explain if you changed your approach to the subject, if you reorganized the paper in any significant way, or if you added or deleted any important details.

What do you think is the best part of your paper?

Explain why a particular sentence, paragraph, or idea pleases you.

What part of this paper could still be improved?

Again, be specific. There may be a troublesome sentence in the paper or an idea that isn't expressed as clearly as you would like it to be.

* Note to Instructors

Just as students need to learn how to conduct peer reviews effectively, they need practice and training in carrying out self-evaluations if the process is to be worthwhile. Consider Betty Bamberg's summary of a study conducted by Richard Beach.

In a study specifically designed to investigate the effect of teacher comment and self-evaluation on revision , Beach ["The Effects of Between-Draft Teacher Evaluation Versus Student Self-Evaluation on High School Students' Revising of Rough Drafts" in Research in the Teaching of English , 13 (2), 1979] compared students who used a self-evaluation guide to revise drafts, received teacher responses to drafts, or were told to revise on their own. After analyzing the amount and kind of revision that resulted with each of these instructional strategies, he found that students who received teacher evaluation showed a greater degree of change, higher fluency, and more support in their final drafts than students who used the self-evaluation forms. Moreover, students who used the self-evaluation guides engaged in no more revising than those who were asked to revise on their own without any assistance. Beach concluded the self-evaluation forms were ineffective because students had received little instruction in self-assessment and were not used to detaching themselves critically from their writing. As a result, he recommended that teachers "provide evaluation during the writing of drafts" (p. 119). (Betty Bamberg, "Revision." Concepts in Composition: Theory and Practice in the Teaching of Writing , 2nd ed., ed. by Irene L. Clarke. Routledge, 2012)

Most students need to conduct several self-evaluations at different stages of the writing process before they're comfortable "detaching themselves critically" from their own writing. In any case, self-evaluations shouldn't be regarded as substitutes for thoughtful responses from teachers and peers.

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How to write a self-evaluation essay?

What is a self-evaluation essay, reflecting on accomplishments, being backed up by pieces of evidence, focusing on special provisions.

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7 Steps for How to Write an Evaluation Essay (Example & Template)

In this ultimate guide, I will explain to you exactly how to write an evaluation essay.

1. What is an Evaluation Essay?

An evaluation essay should provide a critical analysis of something.

You’re literally ‘evaluating’ the thing you’re looking up.

Here’s a couple of quick definitions of what we mean by ‘evaluate’:

• Merriam-Webster defines evaluation as: “to determine the significance, worth, or condition of usually by careful appraisal and study”
• Collins Dictionary says: “If you evaluate something or someone, you consider them in order to make a judgment about them, for example about how good or bad they are.”

Here’s some synonyms for ‘evaluate’:

So, we could say that an evaluation essay should carefully examine the ‘thing’ and provide an overall judgement of it.

Here’s some common things you may be asked to write an evaluation essay on:

This is by no means an exhaustive list. Really, you can evaluate just about anything!

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2. How to write an Evaluation Essay

There are two secrets to writing a strong evaluation essay. The first is to aim for objective analysis before forming an opinion. The second is to use an evaluation criteria.

Aim to Appear Objective before giving an Evaluation Argument

Your evaluation will eventually need an argument.

The evaluation argument will show your reader what you have decided is the final value of the ‘thing’ you’re evaluating.

But in order to convince your reader that your evaluative argument is sound, you need to do some leg work.

The aim will be to show that you have provided a balanced and fair assessment before coming to your conclusion.

In order to appear balanced you should:

• Discuss both the pros and cons of the thing
• Discuss both the strengths and weaknesses of the thing
• Look at the thing from multiple different perspectives
• Be both positive and critical. Don’t make it look like you’re biased towards one perspective.

In other words, give every perspective a fair hearing.

You don’t want to sound like a propagandist. You want to be seen as a fair and balanced adjudicator.

Use an Evaluation Criteria

One way to appear balanced is to use an evaluation criteria.

An evaluation criteria helps to show that you have assessed the ‘thing’ based on an objective measure.

Here’s some examples of evaluation criteria:

• Strength under pressure
• Longevity (ability to survive for a long time)
• Ease of use
• Ability to get the job done
• Friendliness
• Punctuality
• Ability to predict my needs
• Calmness under pressure
• Attentiveness

A Bed and Breakfast

• Breakfast options
• Taste of food
• Comfort of bed
• Local attractions
• Service from owner
• Cleanliness

We can use evaluation criteria to frame out ability to conduct the analysis fairly.

This is especially true for if you have to evaluate multiple different ‘things’. For example, if you’re evaluating three novels, you want to be able to show that you applied the same ‘test’ on all three books!

This will show that you gave each ‘thing’ a fair chance and looked at the same elements for each.

3. How to come up with an Evaluation Argument

After you have:

• Looked at both good and bad elements of the ‘thing’, and
• Used an evaluation criteria

You’ll then need to develop an evaluative argument. This argument shows your own overall perspective on the ‘thing’.

Remember, you will need to show your final evaluative argument is backed by objective analysis. You need to do it in order!

Analyze first. Evaluate second.

Here’s an example.

Let’s say you’re evaluating the quality of a meal.

You might say:

• A strength of the meal was its presentation. It was well presented and looked enticing to eat.
• A weakness of the meal was that it was overcooked. This decreased its flavor.
• The meal was given a low rating on ‘cost’ because it was more expensive than the other comparative meals on the menu.
• The meal was given a high rating on ‘creativity’. It was a meal that involved a thoughtful and inventive mix of ingredients.

Now that you’ve looked at some pros and cons and measured the meal based on a few criteria points (like cost and creativity), you’ll be able to come up with a final argument:

• Overall, the meal was good enough for a middle-tier restaurant but would not be considered a high-class meal. There is a lot of room for improvement if the chef wants to win any local cooking awards.

Evaluative terms that you might want to use for this final evaluation argument might include:

• All things considered
• With all key points in mind

4. Evaluation Essay Outline (with Examples)

Okay, so now you know what to do, let’s have a go at creating an outline for your evaluation essay!

Here’s what I recommend:

4.1 How to Write your Introduction

In the introduction, feel free to use my 5-Step INTRO method . It’ll be an introduction just like any other essay introduction .

And yes, feel free to explain what the final evaluation will be.

So, here it is laid out nice and simple.

Write one sentence for each point to make a 5-sentence introduction:

• Interest: Make a statement about the ‘thing’ you’re evaluating that you think will be of interest to the reader. Make it a catchy, engaging point that draws the reader in!
• Notify: Notify the reader of any background info on the thing you’re evaluating. This is your chance to show your depth of knowledge. What is a historical fact about the ‘thing’?
• Translate: Re-state the essay question. For an evaluative essay, you can re-state it something like: “This essay evaluates the book/ product/ article/ etc. by looking at its strengths and weaknesses and compares it against a marking criteria”.
• Report: Say what your final evaluation will be. For example you can say “While there are some weaknesses in this book, overall this evaluative essay will show that it helps progress knowledge about Dinosaurs.”
• Outline: Simply give a clear overview of what will be discussed. For example, you can say: “Firstly, the essay will evaluate the product based on an objective criteria. This criteria will include its value for money, fit for purpose and ease of use. Next, the essay will show the main strengths and weaknesses of the product. Lastly, the essay will provide a final evaluative statement about the product’s overall value and worth.”

If you want more depth on how to use the INTRO method, you’ll need to go and check out our blog post on writing quality introductions.

4.2 Example Introduction

This example introduction is for the essay question: Write an Evaluation Essay on Facebook’s Impact on Society.

“Facebook is the third most visited website in the world. It was founded in 2004 by Mark Zuckerberg in his college dorm. This essay evaluates the impact of Facebook on society and makes an objective judgement on its value. The essay will argue that Facebook has changed the world both for the better and worse. Firstly, it will give an overview of what Facebook is and its history. Then, it will examine Facebook on the criteria of: impact on social interactions, impact on the media landscape, and impact on politics.”

You’ll notice that each sentence in this introduction follows my 5-Step INTRO formula to create a clear, coherent 5-Step introduction.

4.3 How to Write your Body Paragraphs

The first body paragraph should give an overview of the ‘thing’ being evaluated.

Then, you should evaluate the pros and cons of the ‘thing’ being evaluated based upon the criteria you have developed for evaluating it.

Let’s take a look below.

4.4 First Body Paragraph: Overview of your Subject

This first paragraph should provide objective overview of your subject’s properties and history. You should not be doing any evaluating just yet.

The goal for this first paragraph is to ensure your reader knows what it is you’re evaluating. Secondarily, it should show your marker that you have developed some good knowledge about it.

If you need to use more than one paragraph to give an overview of the subject, that’s fine.

Similarly, if your essay word length needs to be quite long, feel free to spend several paragraphs exploring the subject’s background and objective details to show off your depth of knowledge for the marker.

4.5 First Body Paragraph Example

Sticking with the essay question: Write an Evaluation Essay on Facebook’s Impact on Society , this might be your paragraph:

“Facebook has been one of the most successful websites of all time. It is the website that dominated the ‘Web 2.0’ revolution, which was characterized by user two-way interaction with the web. Facebook allowed users to create their own personal profiles and invite their friends to follow along. Since 2004, Facebook has attracted more than one billion people to create profiles in order to share their opinions and keep in touch with their friends.”

Notice here that I haven’t yet made any evaluations of Facebook’s merits?

This first paragraph (or, if need be, several of them) should be all about showing the reader exactly what your subject is – no more, no less.

4.6 Evaluation Paragraphs: Second, Third, Forth and Fifth Body Paragraphs

Once you’re confident your reader will know what the subject that you’re evaluating is, you’ll need to move on to the actual evaluation.

For this step, you’ll need to dig up that evaluation criteria we talked about in Point 2.

For example, let’s say you’re evaluating a President of the United States.

Your evaluation criteria might be:

• Impact on world history
• Ability to pass legislation
• Popularity with voters
• Morals and ethics
• Ability to change lives for the better

Really, you could make up any evaluation criteria you want!

Once you’ve made up the evaluation criteria, you’ve got your evaluation paragraph ideas!

Simply turn each point in your evaluation criteria into a full paragraph.

How do you do this?

Well, start with a topic sentence.

For the criteria point ‘Impact on world history’ you can say something like: “Barack Obama’s impact on world history is mixed.”

This topic sentence will show that you’ll evaluate both pros and cons of Obama’s impact on world history in the paragraph.

Then, follow it up with explanations.

“While Obama campaigned to withdraw troops from Iraq and Afghanistan, he was unable to completely achieve this objective. This is an obvious negative for his impact on the world. However, as the first black man to lead the most powerful nation on earth, he will forever be remembered as a living milestone for civil rights and progress.”

Keep going, turning each evaluation criteria into a full paragraph.

4.7 Evaluation Paragraph Example

Let’s go back to our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

I’ve decided to use the evaluation criteria below:

• impact on social interactions;
• impact on the media landscape;
• impact on politics

Naturally, I’m going to write one paragraph for each point.

If you’re expected to write a longer piece, you could write two paragraphs on each point (one for pros and one for cons).

Here’s what my first evaluation paragraph might look like:

“Facebook has had a profound impact on social interactions. It has helped people to stay in touch with one another from long distances and after they have left school and college. This is obviously a great positive. However, it can also be seen as having a negative impact. For example, people may be less likely to interact face-to-face because they are ‘hanging out’ online instead. This can have negative impact on genuine one-to-one relationships.”

You might notice that this paragraph has a topic sentence, explanations and examples. It follows my perfect paragraph formula which you’re more than welcome to check out!

4.8 How to write your Conclusion

To conclude, you’ll need to come up with one final evaluative argument.

This evaluation argument provides an overall assessment. You can start with “Overall, Facebook has been…” and continue by saying that (all things considered) he was a good or bad president!

Remember, you can only come up with an overall evaluation after you’ve looked at the subject’s pros and cons based upon your evaluation criteria.

In the example below, I’m going to use my 5 C’s conclusion paragraph method . This will make sure my conclusion covers all the things a good conclusion should cover!

Like the INTRO method, the 5 C’s conclusion method should have one sentence for each point to create a 5 sentence conclusion paragraph.

The 5 C’s conclusion method is:

• Close the loop: Return to a statement you made in the introduction.
• Conclude: Show what your final position is.
• Clarify: Clarify how your final position is relevant to the Essay Question.
• Concern: Explain who should be concerned by your findings.
• Consequences: End by noting in one final, engaging sentence why this topic is of such importance. The ‘concern’ and ‘consequences’ sentences can be combined

4.9 Concluding Argument Example Paragraph

Here’s a possible concluding argument for our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

“The introduction of this essay highlighted that Facebook has had a profound impact on society. This evaluation essay has shown that this impact has been both positive and negative. Thus, it is too soon to say whether Facebook has been an overall positive or negative for society. However, people should pay close attention to this issue because it is possible that Facebook is contributing to the undermining of truth in media and positive interpersonal relationships.”

Note here that I’ve followed the 5 C’s conclusion method for my concluding evaluative argument paragraph.

5. Evaluation Essay Example Template

Below is a template you can use for your evaluation essay , based upon the advice I gave in Section 4:

6. 23+ Good Evaluation Essay Topics

Okay now that you know how to write an evaluation essay, let’s look at a few examples.

For each example I’m going to give you an evaluation essay title idea, plus a list of criteria you might want to use in your evaluation essay.

6.1 Evaluation of Impact

• Evaluate the impact of global warming on the great barrier reef. Recommended evaluation criteria: Level of bleaching; Impact on tourism; Economic impact; Impact on lifestyles; Impact on sealife
• Evaluate the impact of the Global Financial Crisis on poverty. Recommended evaluation criteria: Impact on jobs; Impact on childhood poverty; Impact on mental health rates; Impact on economic growth; Impact on the wealthy; Global impact
• Evaluate the impact of having children on your lifestyle. Recommended evaluation criteria: Impact on spare time; Impact on finances; Impact on happiness; Impact on sense of wellbeing
• Evaluate the impact of the internet on the world. Recommended evaluation criteria: Impact on connectedness; Impact on dating; Impact on business integration; Impact on globalization; Impact on media
• Evaluate the impact of public transportation on cities. Recommended evaluation criteria: Impact on cost of living; Impact on congestion; Impact on quality of life; Impact on health; Impact on economy
• Evaluate the impact of universal healthcare on quality of life. Recommended evaluation criteria: Impact on reducing disease rates; Impact on the poorest in society; Impact on life expectancy; Impact on happiness
• Evaluate the impact of getting a college degree on a person’s life. Recommended evaluation criteria: Impact on debt levels; Impact on career prospects; Impact on life perspectives; Impact on relationships

6.2 Evaluation of a Scholarly Text or Theory

• Evaluate a Textbook. Recommended evaluation criteria: clarity of explanations; relevance to a course; value for money; practical advice; depth and detail; breadth of information
• Evaluate a Lecture Series, Podcast or Guest Lecture. Recommended evaluation criteria: clarity of speaker; engagement of attendees; appropriateness of content; value for monet
• Evaluate a journal article. Recommended evaluation criteria: length; clarity; quality of methodology; quality of literature review ; relevance of findings for real life
• Evaluate a Famous Scientists. Recommended evaluation criteria: contribution to scientific knowledge; impact on health and prosperity of humankind; controversies and disagreements with other scientists.
• Evaluate a Theory. Recommended evaluation criteria: contribution to knowledge; reliability or accuracy; impact on the lives of ordinary people; controversies and contradictions with other theories.

6.3 Evaluation of Art and Literature

• Evaluate a Novel. Recommended evaluation criteria: plot complexity; moral or social value of the message; character development; relevance to modern life
• Evaluate a Play. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate a Film. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate an Artwork. Recommended evaluation criteria: impact on art theory; moral or social message; complexity or quality of composition

6.4 Evaluation of a Product or Service

• Evaluate a Hotel or Bed and Breakfast. Recommended evaluation criteria: quality of service; flexibility of check-in and check-out times; cleanliness; location; value for money; wi-fi strength; noise levels at night; quality of meals; value for money
• Evaluate a Restaurant. Recommended evaluation criteria: quality of service; menu choices; cleanliness; atmosphere; taste; value for money.
• Evaluate a Car. Recommended evaluation criteria: fuel efficiency; value for money; build quality; likelihood to break down; comfort.
• Evaluate a House. Recommended evaluation criteria: value for money; build quality; roominess; location; access to public transport; quality of neighbourhood
• Evaluate a Doctor. Recommended evaluation criteria: Quality of service; knowledge; quality of equipment; reputation; value for money.
• Evaluate a Course. Recommended evaluation criteria: value for money; practical advice; quality of teaching; quality of resources provided.

7. Concluding Advice

Evaluation essays are common in high school, college and university.

The trick for getting good marks in an evaluation essay is to show you have looked at both the pros and cons before making a final evaluation analysis statement.

You don’t want to look biased.

That’s why it’s a good idea to use an objective evaluation criteria, and to be generous in looking at both positives and negatives of your subject.

Read Also: 39 Better Ways to Write ‘In Conclusion’ in an Essay

I recommend you use the evaluation template provided in this post to write your evaluation essay. However, if your teacher has given you a template, of course use theirs instead! You always want to follow your teacher’s advice because they’re the person who will be marking your work.

Good luck with your evaluation essay!

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 7 Key Features of 21st Century Learning
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Sociocultural Theory of Learning in the Classroom
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ The 4 Principles of Pragmatism in Education
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 17 Deep Processing Examples

2 thoughts on “7 Steps for How to Write an Evaluation Essay (Example & Template)”

What an amazing article. I am returning to studying after several years and was struggling with how to present an evaluative essay. This article has simplified the process and provided me with the confidence to tackle my subject (theoretical approaches to development and management of teams).

I just wanted to ask whether the evaluation criteria has to be supported by evidence or can it just be a list of criteria that you think of yourself to objectively measure?

Many many thanks for writing this!

Usually we would want to see evidence, but ask your teacher for what they’re looking for as they may allow you, depending on the situation.

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How to Write a Self-Evaluation With Examples

Quick Navigation:

What is self-evaluation?

How to perform a self-evaluation, examples of self-evaluations, top self-evaluation tips.

Self-evaluations are an important tool in all kinds of workplaces to promote self-awareness, increase productively and encourage employees to set personal goals. Writing a successful self-evaluation that accurately represents both your strengths and weakness can be challenging. This article provides step-by-step instructions, examples and tips that will help you write high-quality self-evaluations.

Read more:  Employee Evaluation Examples

In the workplace, self-evaluation is the process of examining your own performance. Self-evaluation involves considering your strengths and weaknesses and being self-aware of how they affect your activities at work. Many employers require employees to complete a self-evaluation once every quarter or once a year. Most self-evaluations include reviewing accomplishments, addressing mistakes and setting goals for the future. Self-evaluations are sometimes called self-assessments or self-performance reviews. 

Read more:  Personal Goal Setting and How It Affects Your Work

Here are several steps to help you successfully complete a self-evaluation:

1. First, know your audience

The first step in writing a self-evaluation is finding out who is going to read it. Knowing to whom to address your self-evaluation will help you be more specific and efficient when writing. For example, if you know that a direct supervisor, who is already familiar with your work, is going to read your evaluation, you probably will not have to define any terms or provide much background information. However, if your evaluation will be read by the manager of another department, you may need to include more specific details or even a brief personal introduction.

If you are unsure of who will read your self-evaluation or if your employer intentionally withholds that information, you should try to appeal to as wide of an audience as possible. This may require eliminating jargon and using a more common vocabulary.

2. Second, list your accomplishments

The next step is making a comprehensive list of what you have achieved since your last evaluation. This includes any skills you have acquired, all projects you have completed and any company wins to which you contributed. Once you have your list, tailor it down to only the most relevant and significant. Your most important accomplishments are the ones that specifically benefited your team or the company at large. If you can prove your performance had a definite impact on others in the workplace, your self-evaluation will likely get a positive response.

When considering your accomplishments, try to find quantified data that can verify your claims. For instance, if you broke your personal sales record in the last quarter, it would be helpful to find out the exact number so that you can calculate how much your sales average has improved in the last 12 months. Including that figure in your evaluation will increase the impact of your accomplishment.

3. Third, comment on any challenges

In addition to summarizing your successes, you should also address any mistakes, challenges or shortcomings. Review specific areas in which you feel that you did not meet expectations. Avoid making excuses and instead, focus on how you plan to overcome your challenges. Whenever possible, frame your weaknesses as opportunities for growth. Acknowledging your mistakes and suggesting possibilities for self-improvement will help your evaluation seem mature and honest.

4. Then, set future goals

Next, you should set personal goals for both the short and long terms. Provide a specific overview of how you plan to improve your performance and overcome your weaknesses. if possible, include a general timeline or set deadlines for when you expect to achieve these goals. Establishing your goals in your evaluation will help you to stay accountable and motivated as you work toward your objectives.

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13 Self-Evaluation Examples To Help You Nail Your Performance Review

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Ah, it’s that dreaded time of year again where you’re forced to write an assessment of your work performance … and unfortunately, not only can doing so be incredibly time-consuming, but trying to highlight all of your accomplishments (while concealing your weaknesses) can make you feel a bit like the Artful Dodger!

Fortunately, we’ve got you covered, anxious one. In this article, we’ll show you exactly how you can write a winning self-evaluation, discuss common mistakes to avoid (like hiding those aforementioned weaknesses), and give you lots of self-evaluation examples you can crib.

So, let’s jump right into it by taking a look at some of the things we recommend doing — as well as what you absolutely must avoid — when creating your self-evaluation.

The Dos and Don’ts of Self-Evaluations

Let’s face it: writing a self-evaluation isn’t anyone’s idea of a good time. But with the right approach, it can actually be a valuable opportunity to showcase your achievements and areas of growth. To get the most out of the experience, you’ll want to keep these key dos and don’ts in mind as you prepare your self-evaluation.

Common mistakes to avoid in a self-evaluation

First things first, let’s talk about some of the most common mistakes you’ll want to steer clear of when writing your self-evaluation, such as:

Being too modest or too self-promoting.

When writing your self-evaluation, it’s important to strike the right balance between humility and confidence. Being too modest may make it seem like you lack confidence in your abilities, while being too self-promoting may come across as arrogant.

Likewise, you’ll also want to provide specific examples that demonstrate your achievements and contributions, while also being honest and objective about areas where you can improve. In the same vein, for those academic challenges that seem insurmountable, seeking professional paper writing services can be a strategic approach to ensure quality and success.

Focusing on tasks rather than outcomes.

One common mistake people make when creating self-evaluations is focusing too much on what they’ve done, rather than the results of those activities.

While of course it’s useful to describe the work you’ve done, it’s more important to demonstrate the impact your work has had on your employer. So, instead of simply listing your tasks, remember to focus on the outcomes that you’ve achieved and how they align with your employer’s goals.

Blaming others for mistakes or shortcomings.

In a self-evaluation, it’s crucial you take responsibility for your own performance and not try to shift blame on others.

While it’s okay to acknowledge when external factors may have impacted your performance, it’s not productive to blame others for your own mistakes or shortcomings.

Instead, focus on what you’ve learned from any setbacks and how you plan to address them in the future.

Neglecting to acknowledge areas of growth or improvement.

A self-evaluation is not just about showcasing your achievements, but also about identifying areas where you can improve.

Neglecting to acknowledge areas of growth or improvement can make it seem like you’re not committed to personal and professional development.

So, be honest and transparent about areas where you can improve, and describe specific steps you plan to take to address them.

Writing a generic or unoriginal self-evaluation that lacks personality or detail.

Finally, one of the most common mistakes people make when creating their self-evaluation is to write something generic that lacks personality.

Your self-evaluation is an opportunity to showcase your unique strengths and contributions, so it’s important to make it as specific and personalized as possible.

Avoid using overly technical or jargon-heavy language, and instead, focus on describing your work in a way that’s accessible and engaging for your manager.

Tips for writing an honest and objective self-evaluation

Like we mentioned, when it comes to writing your self-evaluation, you’ll want to strike just the right balance between humility and confidence, and in this next section, you’ll find tips for doing just that!

Be specific and provide concrete examples of your achievements.

When writing your self-evaluation, you’ll want to provide concrete examples.

For instance, instead of simply saying “I completed my project on time,” describe the specific steps you took to meet your goals, the challenges you faced, and the outcomes you achieved.

This will help your manager to understand the impact of your work and the value you bring to your employer.

Acknowledge your areas of growth and discuss how you plan to improve.

It’s important to be honest and transparent about areas where you can improve.

Instead of trying to hide your weaknesses, acknowledge them and describe specific steps you plan to take to address them.

This demonstrates your commitment to personal and professional growth and your willingness to take ownership of your development.

Use data and metrics to back up your claims.

To make your self-evaluation more persuasive, use data to back up your claims.

For example, instead of simply saying “I increased sales,” provide specific numbers and percentages that demonstrate the impact of your work.

This will help your manager understand the value of your contributions and the impact you’ve had on the organization.

Avoid using overly technical or jargon-heavy language.

To ensure that your self-evaluation is engaging for your manager, you’ll want to describe your work in a way that’s clear and easy to understand.

This will help your manager to appreciate the value of your contributions and the impact you’ve had on the organization. It also makes it more likely your manager will read your evaluation in full, rather than merely skimming it!

Be honest and genuine in your writing.

We’ve touched on this before, but again, it’s important to avoid exaggerating your achievements or downplaying your weaknesses.

Instead, provide an honest and accurate assessment of your performance, and demonstrate your commitment to personal and professional growth.

Your self-evaluation is an opportunity to showcase your achievements, set new goals, and demonstrate your potential to contribute to the success of your team and organization … to take advantage of that opportunity, honesty is key.

Self-evaluation best practices

To make the most of your self-evaluation, there are a few best practices you should keep in mind:

Start early and give yourself plenty of time to prepare and revise.

Writing a self-evaluation can be a time-consuming process, so it’s important to start early and give yourself plenty of time.

This will allow you to review your work and accomplishments throughout the year, as well as think deeply about your strengths and areas for growth.

By starting early, you’ll also avoid the stress and pressure that can come with rushing to complete your self-evaluation at the last minute.

Get feedback from a trusted colleague or mentor.

To ensure that your self-evaluation is accurate and effective, consider getting feedback from someone at work you trust.

This person can provide you with an outside perspective on your performance and help you identify areas where you can improve. They can also offer suggestions for how to frame your accomplishments in a way that’s persuasive and impactful.

Stay organized and keep track of your achievements and challenges throughout the year.

To make the process of writing a self-evaluation easier, it’s especially important to stay organized throughout the year.

This can include keeping a record of your accomplishments, taking notes on feedback and suggestions, and tracking your progress towards your goals.

By staying organized and keeping track of your work, you’ll have a wealth of information to draw from when it comes time to write your self-evaluation.

Stay focused on your goals and how you can contribute to the success of your team and organization.

Finally, while it’s important to highlight your individual achievements, it’s equally important to demonstrate how your work has contributed to the success of your employer.

By focusing on your goals and the bigger picture, you’ll be able to demonstrate your value to your manager and better position yourself at your organization.

Remember, your self-evaluation is an opportunity to sell yourself, while demonstrating your commitment to personal and professional growth. With the right approach and mindset, you can use it to your advantage and impress your manager during your performance review.

To help you do that, you’ll find our best self-evaluation examples in the next section. By tweaking the examples to make them relevant to your own work performance, you can save yourself time writing your self-evaluation.

However, remember that you’ll still want to be thorough and accurate in your assessment, so rather than using these examples as-is, plan to use them as a starting point and edit accordingly.

13 Examples of Self-Evaluation for Performance Reviews

As you prepare for your upcoming performance review, it’s important to take the time to demonstrate your value to your team and organization.

To help you get started, we’ve put together a list of areas to focus on in your self-evaluation, including communication, problem-solving, teamwork, and more.

In this section, we’ll provide both positive and negative examples of self-evaluations in each of these areas, to help you get a better sense of what you’ll want to include in your own self-evaluation.

1. Creativity

Positive Example:

“Over the past year, I’ve made a concerted effort to develop my creative skills and approach tasks in new and innovative ways. One of my proudest achievements was leading a brainstorming session that generated a series of compelling ideas for a new marketing campaign, which ultimately helped to boost engagement with our target audience.”

Negative Example:

“In reflecting on the year, I realize that I didn’t focus enough on developing my creativity, and I occasionally struggled to come up with new and innovative ideas. In the future, I plan to take a more proactive approach to generating new ideas, by seeking out inspiration and experimenting with new approaches to tasks and projects.”

2. Communication

“Throughout the year, I made a conscious effort to improve my communication skills, both in written and verbal formats. I led a presentation to our executive team that effectively communicated the results of our latest marketing campaign and sought feedback from team members to improve my communication style.”

“In looking back on the year, I realize that I could have improved my communication skills. I missed opportunities to share updates on my projects and to contribute to team discussions, but plan to take a more proactive approach to communication in the future by practicing active listening and speaking up more in meetings.”

3. Problem-Solving

“Throughout the year, I’ve demonstrated a strong ability to approach problems with a creative and analytical mindset. I proactively identified potential issues with a project and suggested innovative solutions that helped the team to stay on track and achieve our goals, using collaboration and research to find the best solution.”

“In reflecting on the year, I realize that I struggled to approach problems in a proactive manner. When addressing issues that arose, I often relied on tried-and-true solutions instead of taking the time to consider new, creative approaches. In the future, I plan to take a more proactive approach to problem-solving, by seeking out input from colleagues and considering a wider range of possible solutions.”

4. Teamwork

“Throughout the year, I’ve made a conscious effort to be a collaborative and reliable team member. I took the initiative to organize several team-building activities and volunteered to take on extra work to support my colleagues during a particularly busy period. I believe that my commitment to teamwork has helped to improve team morale and drive our collective success.”

“In reflecting on the year, I realize that I could have been a more effective team member. I struggled to balance my own priorities with the needs of the team and missed opportunities to support my colleagues. In the future, I plan to take a more proactive approach to teamwork, by seeking out opportunities to collaborate and offering my support when I can.”

5. Time Management

“Throughout the year, I made a concerted effort to manage my time effectively and efficiently, while maintaining a high level of productivity. I prioritized my workload and created a schedule that allowed me to complete all my tasks on time and avoid procrastination. I also made a conscious effort to minimize distractions and stay focused on my goals.”

“In reflecting on the year, I realize that I occasionally struggled with time management. At times, I found myself falling behind on my work and having to play catch-up. In the future, I plan to take a more disciplined approach to time management by creating a daily schedule and prioritizing my tasks more effectively.”

6. Leadership

“Throughout the year, I demonstrated strong leadership skills by motivating and inspiring my team to achieve our goals. I took the initiative to delegate tasks effectively, provided constructive feedback to team members, and modeled a positive and enthusiastic attitude. I believe that my commitment to leadership has helped to build a strong and effective team.”

“In reflecting on the year, I realize that I could have demonstrated stronger leadership skills. At times, I struggled with delegating tasks effectively and providing constructive feedback to team members. In the future, I plan to focus on developing my leadership skills by seeking out feedback from team members and working to model a positive and effective leadership style.”

7. Adaptability

“Throughout the year, I demonstrated a strong ability to adapt to changing circumstances and handle unexpected challenges with ease. I remained flexible and open to new ideas, and was able to pivot my approach to a project when new information emerged. I believe that my commitment to adaptability helped to keep the team moving forward even in the face of unexpected obstacles.”

“In reflecting on the year, I realize that I could have been more adaptable in my approach to challenges. I struggled to pivot my approach when new information emerged, and sometimes became stuck in my ways. In the future, I plan to focus on developing my adaptability by seeking out new perspectives and being more open to changing circumstances.”

8. Emotional Intelligence

“Throughout the year, I demonstrated a strong ability to understand and manage my emotions, as well as those of my colleagues. I worked to cultivate strong relationships with team members, showing empathy and understanding when they faced challenges, and seeking to resolve conflicts in a positive and constructive manner. I believe that my commitment to emotional intelligence helped to create a positive and supportive team environment.”

“In reflecting on the year, I realize that I could have demonstrated stronger emotional intelligence. I sometimes struggled to manage my own emotions, which may have caused tension in team interactions. In the future, I plan to focus on developing my emotional intelligence by seeking out resources for self-reflection and feedback, and working to build stronger relationships with my colleagues.”

9. Motivation

“Throughout the year, I demonstrated a strong level of motivation and commitment to achieving my goals. I set clear objectives for myself and pursued them with a high level of energy and enthusiasm, even in the face of challenges or setbacks. I believe that my motivation helped me to achieve significant success and contribute to the team’s overall performance.”

“In reflecting on the year, I realize that I struggled with motivation at times, particularly during periods of stress or uncertainty. I may have missed opportunities to pursue my goals with a higher level of energy or enthusiasm, which could have impacted my performance. In the future, I plan to work on maintaining my motivation during challenging periods, by seeking out support from colleagues and mentors and focusing on the positive impact of my work.”

10. Productivity

“Throughout the year, I demonstrated a high level of productivity and achieved significant results in my work. I set clear priorities and goals for myself and worked diligently to meet or exceed them, often going above and beyond to support my colleagues. I believe my productivity helped to position me for future success.”

“In reflecting on the year, I realize that I could have been more productive in my work. I sometimes struggled to manage my workload effectively and may have missed opportunities to contribute more to the team’s success. In the future, I plan to work on improving my productivity by setting more clear priorities and deadlines for myself, and seeking out support from colleagues and mentors when necessary.”

11. Performing Under Pressure

“Throughout the year, I demonstrated a strong ability to perform under pressure and maintain my focus and composure in challenging situations. I was able to stay calm and level-headed, even in high-stress environments, and remained focused on achieving my goals. I believe that my ability to perform under pressure helped to make a positive contribution to the team’s overall performance.”

“In reflecting on the year, I realize that I could have performed better under pressure in certain situations. I sometimes became anxious when faced with high-stress environments, which may have impacted my ability to focus and achieve my goals. In the future, I plan to work on developing my skills in managing stress and maintaining my focus during challenging situations.”

12. Achievements

“Throughout the year, I achieved several significant milestones that contributed to the success of our team and organization. I played a key role in a project that resulted in a 20% increase in sales, and also took the initiative to develop a new process that streamlined our workflow and improved team efficiency. I believe my achievements have helped to demonstrate my value to the team and this organization.”

“In reflecting on the year, I realize that I could have achieved more significant milestones. I sometimes struggled to set clear goals and objectives for myself, and may have missed opportunities to contribute to the team’s success. In the future, I plan to focus on setting more ambitious goals and working more proactively to achieve them.”

13. Weaknesses

“Throughout the year, I made a concerted effort to identify and address my weaknesses in order to improve my performance. I sought feedback from colleagues and mentors and used it as an opportunity to reflect on areas where I needed to grow. I believe my willingness to acknowledge my weaknesses helped me to become a more effective team member.”

“In reflecting on the year, I realize that I struggled to identify and address my weaknesses in a proactive manner. I may have missed opportunities to improve my skills and contribute more effectively to the team’s success. In the future, I plan to be more proactive in seeking out feedback and identifying areas where I can grow and improve.”

In Conclusion

We really hope you found this article super helpful and got some great tips for writing an awesome self-evaluation. As you gear up for your next performance review, we highly recommend taking advantage of all the resources we’ve shared here to reflect on your accomplishments and think about where you can improve.

Trust us, putting in the effort to write a thoughtful self-evaluation will definitely pay off in the long run, helping you achieve even greater success and be a more valuable member of your team. Best of luck to you!

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Home — Essay Samples — Life — Myself — Self Assessment

Self Assessment Essay Examples

How to write a self-assessment essay.

If you're tasked with writing a self-assessment essay, it's essential to start with a clear understanding of the topic. Here are some prompt samples to help you grasp the key aspects:

• Prompt 1: Reflect on your personal growth and development over the past year, highlighting your strengths and areas for improvement.
• Prompt 2: Describe a significant life event or experience that has had a profound impact on your self-awareness and decision-making.
• Prompt 3: Analyze your academic or professional achievements and setbacks, discussing the lessons learned and future goals.
• Prompt 4: Explore the role of self-assessment in career planning and personal development, providing real-life examples.

Brainstorming and Choosing a Compelling Essay Topic

Now that you have some prompts to work with, it's time to brainstorm and select a captivating essay topic. Consider the following points:

• Personal Significance: Choose a topic that holds personal significance and allows you to delve deep into your experiences and self-reflection.
• Relevance: Ensure your topic is relevant to the prompt and showcases your ability to critically assess your own journey.
• Transformation: Highlight moments of growth, change, or self-discovery that can engage your readers and provide valuable insights.
• Uniqueness: Avoid clichéd or superficial topics. Aim for authenticity and originality in your self-assessment.

Unique Self-Assessment Essay Topics

Here's a list of unique essay topics that go beyond the ordinary:

• The Impact of Solo Travel on Self-Discovery and Personal Growth
• Navigating Adversity: How Overcoming Challenges Shaped My Self-Assessment
• The Evolution of My Leadership Skills: A Self-Assessment of My Journey
• From Student to Professional: Assessing My Transition into the Working World
• Self-Assessment Through Art: How Creative Expression Reflects My Inner World
• Exploring the Intersection of Cultural Identity and Self-Reflection
• My Digital Persona: Analyzing the Effects of Social Media on Self-Perception
• Self-Assessment in Pursuit of Wellness: Balancing Mental and Physical Health
• Reinventing Myself: A Self-Assessment of Career Changes and Adaptability
• Rediscovering Passions: How Hobbies and Interests Reflect Personal Growth
• The Role of Mentorship in My Professional and Personal Self-Assessment
• Through the Lens of Literature: Analyzing Characters and Personal Growth
• Breaking Barriers: My Journey to Self-Confidence and Assertiveness
• From Introvert to Extrovert: An Introspective Look at My Social Transformation
• Parenting and Self-Assessment: Navigating the Challenges and Rewards of Parenthood
• The Influence of Travel on My Cultural Awareness and Global Self-Assessment
• Embracing Failure: How Mistakes Have Shaped My Self-Understanding
• The Intersection of Passion and Profession: A Self-Assessment of Career Satisfaction
• My Role in Community Service: Self-Assessment of Impact and Personal Growth
• The Quest for Work-Life Balance: A Self-Assessment of Priorities and Well-Being

Paragraph and Phrase Inspiration

When crafting your essay, here are some sample paragraphs and phrases that can inspire your writing:

• Introduction: "The journey of self-assessment is a winding path that leads us through moments of clarity and introspection."
• Main Body: "One pivotal moment in my self-assessment journey was when I realized that..."
• Counterargument: "While some may argue that self-assessment is self-indulgent, it is, in fact, a vital tool for personal growth and development."
• Conclusion: "In conclusion, the process of self-assessment is an ongoing endeavor, an exploration of the self that brings us closer to understanding who we are and who we can become."

With these tips and unique ideas, you're well-equipped to write an engaging self-assessment essay that offers valuable insights into your personal journey and growth. Remember to be authentic and reflective throughout your writing. If you're looking for further guidance, consider exploring evaluation essay examples to learn from.

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Clinical and cost‐effectiveness of pessary self‐management versus clinic-based care for pelvic organ prolapse in women: the TOPSY RCT with process evaluation.

Chapter 2 study design and methods.

Sections of this chapter have been reproduced from the TOPSY protocol papers published by the same authorship group, 42 , 43 published under licence CC-BY-4.0, or by re-use of materials available on the project website and listed in Appendix 1 .

The design and methods are explained for each part of the TOPSY study: the randomised controlled trial, the process evaluation and the cost-effectiveness evaluation. Appendix 2 is a study flow diagram that provides an overview of the study. Published protocols are available for the trial and cost-effectiveness evaluation 42 and process evaluation. 43 The funder-approved protocol is available on the project website. 41

• Internal pilot study

The internal pilot study was undertaken to ensure that the trial could recruit, randomise and retain sufficient numbers of participants while delivering the intervention as planned. Stop/go criteria were applied that focused on recruitment and retention. Both of the pilot study targets, namely to recruit 63 women across six centres over 6 months and for 60% of those in the self-management group to be self-managing at the 2-week follow-up telephone call, were achieved. The study therefore continued as planned.

The internal pilot study findings were reported to the funder in January 2019. That report is available as part of the Project Documentation on the project website. 41 Data from non-randomised women heavily influenced our understanding of recruitment processes and their acceptability, and these are reported in detail in the pilot study report. Participant data gathered in the pilot study were the same as the data gathered in the main trial, process evaluation and cost-effectiveness analysis. As a result, the pilot study used the same methods reported here for all parts of the study, and all pilot study data are included in the analysis presented in this report.

• The treatment of prolapse with self-care pessary trial

The trial is reported following guidance from the Consolidated Standards of Reporting Trials (CONSORT) 44 and the Template for Intervention Description and Replication (TIDieR). 45

The TOPSY trial was designed to compare vaginal pessary self-management with clinic-based pessary care for pelvic organ prolapse in order to assess improvement in women’s quality of life. 42 It included a multicentre superiority randomised controlled trial comparing two parallel treatment groups: pessary self-management and clinic-based pessary care (the results can be found in Chapter 3 ).

Recruitment to the trial was completed on 6 February 2020, before the start of the COVID-19 pandemic. Follow-up procedures amended due to the pandemic are detailed in this chapter and included in a COVID-19 annex in the funder-approved protocol.

Participants and setting

The trial recruited women who used a vaginal pessary for the management of pelvic organ prolapse from 21 UK hospital-based centres (see Appendix 3 , Table 36 ).

Inclusion criteria

Women were eligible for inclusion if they:

• were aged ≥ 18 years
• were using a pessary of any type/material (except shelf, Gellhorn or cube pessaries)
• had retained the pessary for at least 2 weeks.

Exclusion criteria

Women were ineligible if they:

• had limited manual dexterity that would affect their ability to remove and replace their pessary
• were judged by their healthcare team to have a cognitive deficit such that it was not possible for them to provide informed consent or self-manage
• were pregnant
• had insufficient understanding of the English language (the self-management teaching was only available in English).

Recruitment procedure

To identify potential participants, local centre staff reviewed patient notes, clinic lists and caseloads to identify women who were currently using a pessary and were suitable to be approached. In addition, women were identified at appointments when attending for pessary review (existing users) or being fitted with a pessary for the first time (new users). If a woman had previously used a pessary but was having a break in pessary use, she was classed as an existing user, as it was believed that her experience would mean she had existing knowledge of pessary use. Women who learned about the TOPSY study themselves (by the website, posters, word of mouth) could approach their centre or the trial office to enquire about participation.

Women were provided with a recruitment pack (either given in person or sent by post) containing an introductory letter, a participant information leaflet, an expression of interest form and a reply-paid envelope. Once women had made their decision regarding participation, they returned the expression of interest form to the local clinical team. On receiving a positive expression of interest form, a member of the local clinical team discussed the study further with the woman in question and screened her for eligibility.

If the woman was a new pessary user (had used a pessary for ≤ 3 months), eligibility screening included a telephone call to confirm that the pessary had been retained for at least 2 weeks. If not, and the woman remained interested in participating, eligibility was reassessed once the pessary had been retained for 2 weeks.

If a woman was eligible and willing to take part, she attended a baseline clinic appointment where she provided written, informed consent for randomisation. The trial consent form asked participants if they were willing to be contacted about taking part in interviews for the process evaluation, and if they were willing to have their self-management teaching session or 2-week telephone call digitally recorded. They were also asked if they could be contacted about future research.

Women were informed of their right to withdraw at any time from all or part of the study. Any change to women’s participation was recorded in a study change of status form. Women randomised to self-management could opt to change to clinic-based care, and their reasons for choosing to do this were recorded. A woman randomised to clinic-based care could cross over to self-management only if she received formal TOPSY training and was no longer on a regular clinic-based pathway. If a woman discontinued pessary use, she could remain in the study and continue with the data collection elements of the research.

Participant retention

Active measures to minimise loss to follow-up of participants included:

• Recording women’s e-mail addresses and mobile phone numbers at the outset, their preferred method of contact (for follow-up) and their preferred method of completing questionnaires. Questionnaires could be completed online (via an e-mail link) or on paper and returned by post.
• Any participant who did not return their questionnaires within 3 weeks was sent a maximum of three reminders, the first two of which were via the participant’s preferred method. The third reminder was a telephone call in which either the researcher reminded the participant to complete and return the questionnaire or the questionnaire was completed during the call.

Response rates to the participant-completed questionnaires were monitored closely to ensure that they remained above 80%.

Randomisation, concealment and blinding

The trial was supported by the Centre for Healthcare Randomised Trials (CHaRT), a fully registered UK Clinical Research Network clinical trials unit in the Health Services Research Unit, University of Aberdeen. CHaRT developed an internet-based data management system and remote automated computerised randomisation system for the trial.

After informed consent was obtained from a woman, the local clinical staff entered the required information into the data management system to remotely generate the participant’s group allocation. The centralised randomisation of participants after enrolment ensured allocation concealment. The randomisation system assigned women to one of the two trial groups, with an even allocation ratio and naive minimisation by age (< 65/≥ 65 years), pessary user type (new user/existing user) and centre.

Due to the nature of the trial interventions, the trial group to which women were allocated could not be masked from the participants or the centre staff who provided treatment and assessed outcomes after randomisation, and therefore blinding was not possible.

Intervention

Self-management.

The self-management of pessary intervention was developed using the Medical Research Council complex intervention framework, 36 normalisation process theory 46 and self-management theory, 39 with the aim of boosting self-efficacy guided by the tasks and skills described by Lorig and Hollman 39 as necessary to self-manage a health condition. No previous trials of self-management of pessary had been identified and only one paper outlining a self-management intervention was found. 33 Therefore, informal consensus methodology was used. A draft protocol for pessary self-management support was created by two clinical co-applicants drawing on the sole paper identified during the literature search 33 and their own clinical practice. This was subsequently reviewed by clinical and pessary user co-applicants. Feedback was received and reviewed by the co-applicants and changes made accordingly. The protocol was changed to reflect feedback about the language used when discussing the correct positioning of the pessary.

The self-management support documentation was then reviewed by the Royal College of Obstetricians and Gynaecologists Women’s Voices panel. Further amendments were made to ensure that the content offered pragmatic and realistic self-management advice that met women’s information needs. This included the addition of further illustrations and details about pessary insertion and removal.

To support a woman to achieve the three tasks needed for self-management, the intervention was directed at three levels:

• at a service level to facilitate a supportive culture for a self-management treatment pathway
• at a professional level to ensure that staff had the necessary self-management teaching and support skills
• at an individual woman level to ensure that women could achieve the necessary tasks to self-manage.

As many different health professional groups deliver pessary care in the UK, a pragmatic approach was taken to who delivered the intervention based on pessary management practice at the hospital or clinic site to ensure that the intervention was only delivered by a HCP who already delivered pessary care as part of their role. This included doctors, nurses (bands 5–8), and physiotherapists.

A clinical co-applicant delivered intervention delivery training before recruitment opened at all sites. The majority of the training was completed face to face. In a few instances, the training was delivered remotely when either a staff member was absent from the initial site initiation visit or a new site staff member came on board during the recruitment phase and needed to be trained to deliver the intervention at the site. The training presentation covered pessary self-management, each aspect of the intervention, why it was necessary and the information to be included. A reference training manual was also provided, which specified the key components of the self-management intervention, facilitating standardisation of the self-management intervention across all centres. During the site visit, the TOPSY team ensured that the intervention was compatible with how pessary self-management was currently taught (if applicable) and could be feasibly delivered. By ensuring that additional training was not onerous and did not conflict with established working, cognitive participation and collective action were secured among clinicians and key stakeholders in intervention delivery. Following the site visit, HCPs who accepted delegated responsibility for intervention delivery were asked to sign a training record confirming that they had received the training and felt confident in delivering self-management support as part of the trial. All those who delivered the self-management intervention received training and signed the training record.

Women allocated to self-management received a self-management teaching appointment, a self-management information leaflet, a 2-week follow-up telephone call, and a telephone helpline number/e-mail address for their local clinical site. The self-management teaching appointment followed the guidance given in the training manual. 41 During the appointment, women were also given a self-management information leaflet containing written information about pessary self-management. The leaflet included diagrams of various pessary types and pelvic floor anatomy and information about common complications and what to do if these were experienced. The same leaflet was used across all centres.

Participants in the self-management group were asked to remove, clean and reinsert their pessary at least once in the 2 weeks following the self-management teaching appointment. They were telephoned 2 weeks after the appointment and asked if they had been successful in removing, cleaning and reinserting their pessary and wanted to discuss any difficulties experienced. If the participant had not changed the pessary, she was asked to try again during the following week, and a subsequent telephone call was completed. If a participant experienced difficulty that necessitated HCP assessment or had not changed the pessary by the time of the second telephone call, she was offered a second self-management teaching appointment. If, after this second appointment, the participant was unable to self-manage or did not wish to do so, she was given the choice to transfer to clinic-based pessary care. Once it was clear that a participant could remove and reinsert the pessary at least once, she was asked to do this at least once every 6 months.

Participants in the self-management group also received a local telephone number and an e-mail address to contact the intervention HCP at their centre if they experienced any pessary-related problems or had questions. Women in the self-management group using a PVC (polyvinyl chloride) pessary received a new pessary by post or by prescription, or they were given two extra pessaries at the baseline visit. Women using silicone pessaries, which are more durable, had the pessary replaced only if required (e.g. if the pessary became damaged).

Clinic-based care

In the clinic-based care group, pessary management appointments were conducted in accordance with each local centre’s policy (commonly every 6–12 months, but sometimes as often as every 4 months for a new pessary user). Care was delivered during these appointments in accordance with the usual local centre protocols.

Data collection, management and storage

Data were gathered from participants and other sources throughout the trial. An overview of the trial data collected is presented in Table 1 . Introductory information and instructions in the questionnaire booklet were drawn from previous trials led by the applicant team. 47 All data collection instruments are available on the project website as part of the Project Documentation. 41

Trial data collection summary

All participants were given an individual trial identification number, which was used on all trial paperwork. After a participant consented, her demographic and medical history data were collected. Table 1 shows the primary and secondary outcome measures collected at each trial time point, and more detailed information is given in Outcome measures .

At 18 months after randomisation, participants in both groups attended a clinic appointment that included an examination of vaginal tissues. All follow-ups were completed by September 2021.

Participants in both trial groups were asked to complete questionnaires at baseline and at 6, 12 and 18 months. Participants who opted to complete the questionnaires on paper posted these back to the TOPSY office where they were checked for completeness and data were entered into the data management system. Women were sent a £10 voucher with their 18-month questionnaire (whether they returned it or not). For those participants who opted to complete questionnaires online, no further data entry was required but a check for completeness was carried out. If any data were missing, checks were undertaken to see if there was any supporting evidence of what the missing data should be. Self-evident correction was made only if there was evidence to allow this. Detailed information on permitted self-evident corrections was documented in the TOPSY data entry guidelines. If a large part of the questionnaire was missing, attempts were made to contact the participant to obtain the information.

Data return rates were continually monitored by the central team for completeness and timeliness of all data returned. The frequency with which those randomised to self-management reverted to clinic-based care was reviewed at every team meeting (usually fortnightly) and reported to the Data Monitoring and Ethics Committee (DMEC).

Outcome measures

Primary outcome measure.

The primary outcome of condition-specific quality of life at 18 months post randomisation was measured using the participant-completed Pelvic Floor Impact Questionnaire (PFIQ-7). 48 The PFIQ-7 is a reliable, valid and responsive short-form of the PFIQ that measures condition-specific quality of life in women with pelvic floor disorders including urinary incontinence, prolapse and faecal incontinence. The participant-completed instrument included questions about the effect of bladder, bowel and vaginal symptoms on the woman’s activities, relationships and feelings. There are three subscales (UIQ-7, CRAIQ-7, POPIQ-7), with each subscore ranging from 0 to 100 and the total score ranging from 0 to 300. Data were collected at each time point to allow repeated measures analysis of the PFIQ-7 scores.

Validated secondary outcome measures

The EuroQol-5 Dimensions, five-level version (EQ-5D-5L), 49 was used to measure participants’ general health-related quality of life, complementing the primary outcome measure of condition-specific quality of life, and to provide data for the analysis of cost-effectiveness using quality-adjusted life-years (QALYs). The EQ-5D-5L is a two-part instrument. The first section, the EQ-5D descriptive system, contains five items: mobility, self-care, usual activities, pain/discomfort and anxiety/depression. The second part, the EQ-5D VAS, is a visual analogue scale. Data were collected at each time point to give a complete profile of QALYs across the trial time points, calculated using an area under the curve method.

The Pelvic Floor Distress Inventory-20 (PFDI-20) measured the severity of pelvic-floor-related symptoms. This was developed and validated in parallel with the PFIQ-7 . 48 It comprises 20 questions about the presence of bladder, bowel and prolapse symptoms and how bothersome these are. There are three subscales (Urinary Distress Inventory-6 [UDI-6], ColoRectal Anal Distress Inventory-8 [CRADI-8], Pelvic Organ Prolapse Distress Inventory-6 [POPDI-6]), with each subscore ranging from 0 to 100 and having a total score of 0–300.

The Pelvic Organ Prolapse/Urinary Incontinence Sexual Questionnaire, IUGA-Revised (PISQ-IR), 50 was used to assess female sexual function in women with pelvic floor disorders. It contains 10 subscales, of which six are relevant to women who are sexually active and four are relevant to women who are not sexually active. A psychometrically valid summary score can be created for sexually active women only and is calculated as a mean of scores ranging from 1 to 5. 51 The PISQ-IR is a revision based on the PISQ-12, which was the originally planned measure of sexual function (this was the only change to any of the planned outcome measures).

The General Self-efficacy Scale 52 was used to assess general self-efficacy (hypothesised to be a moderator of quality of life). This is a 10-item scale with scores ranging from 10 to 40.

Non-validated secondary outcome measures

Pessary complications questionnaire.

A new pessary questionnaire (listing 15 possible complications of pessary use), developed based on the literature, women’s experiences and the team’s experiences in a previous service evaluation, 33 was used to assess women’s pessary-related complications (e.g. discharge, odour, pain, discomfort, bleeding). The same questionnaire was used in both groups.

Pessary Use Questionnaire

A new questionnaire (of nine questions) developed based on the literature and women’s experiences was used to assess the pattern of women’s pessary use, including perceived acceptability and benefit. This included questions on whether or not women were still using a pessary as treatment for prolapse; when they last removed and reinserted their pessary; the reasons for pessary removal; interference of the pessary with everyday life; and if they found the pessary an acceptable treatment. Also included in the questionnaire was a question adapted from the Patient Global Impression of Improvement that was used to assess perceived benefit of the pessary care regimens being evaluated. The Patient Global Impression of Improvement is a single-item tool that rates the change in a condition since having treatment and has been validated for urogenital prolapse. 53 , 54 An amended version was used that asked women to describe how they felt about their pessary care since taking part in the TOPSY study. The standard range of response options from very much better to very much worse was used. Patterns of pessary use were used to measure the impact of, adherence to and acceptability of the trial interventions.

Pessary Confidence Questionnaire (to measure pessary-specific self-efficacy)

No suitable condition-specific measure existed; thus, questions were developed relating to pessary self-efficacy based on the guidance from Bandura. 38 These six questions were discussed with and reviewed by patient and public involvement (PPI) representatives, statistical experts, the Project Management Group (PMG) and clinical team members before they were used and assessed in the pilot study. We used both the generic validated measure of self-efficacy (the General Self-efficacy Scale) and the responses to the developed pessary-specific self-efficacy questions to measure self-efficacy and to aid understanding of the influence self-efficacy had as a moderating factor on quality of life.

Uptake of additional treatment for prolapse

As an indicator of intervention effectiveness, the uptake of additional treatment for prolapse since the start of the study, or treatment awaited, was recorded in participant questionnaires (e.g. surgery, pelvic floor muscle training, oestrogen use, lifestyle advice). Participants’ access to professional pessary-related support since starting the study was also recorded [e.g. telephone support, a hospital appointment, a general practitioner (GP) appointment]. These data were collected at all trial time points to maximise reliability as they rely on participants recalling events occurring over a period of months.

Uptake of telephone support related to pessary use

Using a telephone support log form, we asked the intervention HCP to record the frequency and details of all participant calls to the telephone support line. In addition, the pessary complication questionnaire included a question to all women about telephone support they had accessed from their local team.

Adherence to randomised protocol

Adherence to the self-management or clinic-based care protocol was monitored throughout the trial. Monitoring was via multiple data sources: questions in the Pessary Use Questionnaire, telephone support contacts and health records. It included monitoring crossover to the other trial group (i.e. self-management group participants crossing over to clinic-based care). Clinic-based care group participants did not have access to the trial self-management teaching and support intervention and therefore did not cross over. However, individual women may choose (without being trained to do so) to remove and replace their pessary at home, and instances of this were recorded in the Pessary Use Questionnaire.

Health of vaginal tissues

At baseline and 18 months, all women in the trial underwent a vaginal examination by a HCP at the clinic to assess the health of the vaginal tissues and identify any problems associated with pessary use. Information was collected on inflammation of vaginal tissues, ulceration, granulation and any other clinical concerns.

Sample size

The aim was to recruit sufficient participants to detect a 20-point difference between groups in the primary outcome measure, namely PFIQ-7 score at 18 months. The potential range of scores on the PFIQ-7 is 0–300, and, in the absence of robust data on minimal clinically important difference, the clinicians in the research team and the wider Trial Steering Committee (TSC) considered 20 points to be an important clinical difference. A sample size of 330 women (165 per group) was required to provide 90% power to detect a difference of 20 points in the PFIQ-7 score at 18 months, assuming a standard deviation (SD) of 50, which was based on previous studies, 55 , 56 two‐sided alpha of 0.05, and 20% loss to follow-up.

COVID-19: changes to follow-up assessment

This section describes the changes to study processes that were implemented from 21 April 2020 due to the COVID-19 pandemic. As recruitment was complete in February 2020, only follow-up processes were amended.

Clinic-based pessary care during the pandemic

All 21 centres postponed pessary clinics for at least 3 months at the start of and intermittently throughout the pandemic, depending on local lockdown procedures. All centres let women know (by either letter or telephone call) what to do if they had any issues with their pessaries. Some centres implemented a new standard procedure of calling women when they would have been due a follow-up appointment to carry this out a remotely over the telephone. If this happened, the clinical staff completed the telephone support log form that captured the same information that would have been collected at clinic. If centres did not call women as part of their standard care pathway, they were not asked to complete this.

Eighteen-month treatment of prolapse with self-care pessary visit: health of vaginal tissues (COVID-19)

The greatest impact of the COVID-19 pandemic was that participants could not attend their 18-month end-of-study TOPSY visit, which included an examination of the vaginal tissues, if pessary clinics were postponed/cancelled. Therefore, from April 2020, if a woman could not receive her 18-month TOPSY end-of-study assessment in person at the appropriate time, the process was changed to the following:

• part 1 – a telephone call during which all end-of-study questions were completed
• part 2 – a clinic visit, when clinics resumed, during which the vaginal examination took place.

Questionnaire completion

A letter providing a COVID-19 update was sent to all TOPSY participants. This letter stated that if a woman wanted to complete her questionnaires online, rather than on paper, she could e-mail the TOPSY office to provide her e-mail address.

A batch of questionnaires were issued at the beginning of March 2020, just before the first lockdown, when the TOPSY trial office team commenced working from home. From 11 May 2020, a member of the TOPSY team was granted access to the trial office every 6 weeks to post out batches of questionnaires. For all batches of questionnaires sent as of this date, reminder 1 (which would usually be sent 3 weeks after the initial questionnaire) was not sent. Reminders could be posted out every 6 weeks (which was previously the time of the second reminder), and then the third reminder, if required, was undertaken over the telephone as described previously.

A short-form questionnaire was developed to ensure that the minimum number of primary outcome and other required data could be gathered when data could only be gathered by telephone.

COVID-19 survey: impact of COVID-19 on how women view their pessary management

We developed a COVID-19 survey to assess the impact of the care delivery disruption, such as cancelled clinic visits, on participants’ views of pessary care/self-management. The survey was completed at the woman’s next clinic visit or alternatively posted to participants who had had a clinic-based care or 18-month appointment cancelled or postponed due to COVID-19.

Statistical analysis

Study analyses were conducted in accordance with a prespecified statistical analysis plan (Project Documentation is available on the project website) 41 using Stata version 16 (StataCorp LP, College Station, TX, USA). The primary outcome measure (PFIQ-7) and all secondary outcome measures were presented as summaries of descriptive statistics at each time point, and comparisons between the groups were analysed using general linear models. All analyses were adjusted for minimisation covariates (age, pessary user type and centre) and for baseline scores where applicable. The models used to analyse the continuous outcomes were repeated measures mixed models with a compound symmetry covariance matrix and centre fitted as a random effect. Estimates of treatment effect size were expressed as the fixed-effect solutions in the mixed models and odds ratios in the ordinal regression models. For all estimates, 95% confidence intervals (CIs) were calculated and reported.

Planned sensitivity analyses were carried out on the primary outcome measure to investigate the impact of missing data under various assumptions. The first sensitivity analysis was a complete-case analysis that used only cases for which follow-up data were available at the primary end point (18 months). The remaining sensitivity analyses used pattern mixture modelling by increasing and decreasing the imputed PFIQ-7 values in the initial sensitivity analysis by 20 points, equivalent to the minimal clinically important difference. These adjustments were then repeated in one group only and repeated again by applying the adjustments in the other group only. We used 20 points on the PFIQ-7 score as this was the clinically important difference initially assumed and hence a meaningful systematic difference to test in the sensitivity analyses.

A further set of planned sensitivity analyses of the primary outcome measure were conducted to examine crossover, adherence to treatment and the inclusion of previous hysterectomy as a covariate. In addition, a sensitivity analysis of the repeated measures mixed model specification was carried out, applying the constrained longitudinal model 57 with the baseline value in the outcome vector, an approach suggested for extension to randomised studies. 58 Finally, a planned sensitivity analysis was carried out to incorporate mode of data collection, which shifted more to electronic submission as a consequence of the COVID-19 pandemic, as it was recognised that the results could be biased if collection method was not addressed in the analysis. 59

Analysis populations

The main analysis was an intention to treat (ITT) analysis, and all participants were analysed as randomised. Two further prespecified per-protocol analyses were conducted. The first analysed all participants, reflecting any change of status resulting in crossovers to the other trial group. The second analysis included only participants defined as ‘on treatment’ at the 18-month follow-up. The definition of ‘on treatment’ is given in the statistical analysis plan and summarised in Intervention adherence .

Missing data

Missing baseline data were not imputed for the reporting of baseline characteristics, but imputation of the primary outcome was carried out prior to the main analysis to improve efficiency. Missing baseline values of the primary outcome were imputed at the overall mean.

Demographic and baseline variables

The baseline characteristics of the participants were tabulated by randomised group. No inferential tests were undertaken when comparing participant baseline characteristics between the trial groups.

Intervention adherence

Intervention adherence was assessed through the definition of ‘on treatment’. The proportions of women adhering to the self-management or clinic-based care protocols for the duration of the 18-month intervention period were reported for each group. Adherence was further analysed as part of the process evaluation (see Chapter 4 ). Adherence to the intervention was defined in the self-management group as the participant using a pessary for the management of prolapse, the participant having received the TOPSY self-management teaching, and the participant inserting her pessary herself. In the clinic-based care group, adherence was continued use of a pessary and not reporting inserting own pessary.

Analysis of primary outcome measure

The analysis of the primary outcome used a mixed-effects repeated measures model or longitudinal analysis of covariance as described by Twisk. 60 The three follow-up measurements of the outcome variable ( PFIQ-7 at 6, 12 and 18 months) were employed as the dependent variable. The analysis adjusted for the baseline value of the dependent variable. The model included ‘time’ (6, 12, 18 months) as a dummy variable because a non-linear development of the outcome over time was anticipated. Interaction effects between treatment (trial group) and time were included in the model. The model also included age group (< 65/≥ 65 years) and pessary user type (new/existing) as fixed effects and participant and recruitment centre as random effects. A random effect of participant was included at the level of the individual to account for the non-independence of observations under repeated measures. In addition, the three PFIQ-7 subscales were each analysed separately using equivalent models.

To assess whether the assumptions behind the mixed-effects model were met, we generated normal quantile plots of residuals and standardised residuals. Where the assumptions of the analysis of covariance appeared to be violated, we explored other modelling strategies such as zero-inflated Poisson models.

Analysis of secondary outcome measures

Secondary outcomes assessed through continuous measures were analysed in a similar way to the primary outcome measure (see previous section). However, the reporting of subscales includes only descriptive summaries. For binary measures, we estimated odds ratios using mixed-effects binary logistic regression, and for ordinal measures, we estimated odds ratios using mixed-effects ordinal logistic regression with odds determined by the logistic cumulative distribution function. Age group and pessary type were included as fixed effects and participant and centre as random effects in the logistic regression models.

From the Pessary Complications Questionnaire, the unweighted proportion of complication types reported was calculated for each participant, with the summary statistic reported being the mean proportion in each group. Only the 13 categories applicable to both clinic-based care and self-management were used in this calculation. For women not sexually active, only the relevant subset of complication types was included in the calculation (questions 11 and 12 were therefore excluded). Individual items were summarised for the two other non-validated questionnaires (pessary use and pessary confidence), but overall scores were not calculated. Between-group comparisons were made for the confidence to remove pessary and insert pessary as specified in the statistical analysis plan, and an additional analysis of the confidence to manage pessary problems was added as post hoc analysis and is listed in the deviations from the statistical analysis plan.

For the uptake of additional support, regression models were used to estimate the mean difference in the number of telephone support and additional clinic appointments between the groups. Both outcomes included the uptake of additional support over the 18-month follow-up period as a single time point.

Subgroup analysis

Prespecified subgroup analyses of the primary outcome were carried out within the following groups identified at baseline:

• age (< 65/≥ 65 years)
• pessary user type (new/existing)
• previous hysterectomy (yes/no).

Adverse events and data and safety monitoring

All women in the TOPSY trial had a vaginal pessary inserted. As a foreign body placed in the vagina, a pessary is recognised as a potential cause of specific symptoms. Expected events arising from pessary treatment are noted below and were not collected as adverse events but were recorded as secondary outcomes if they occurred:

• granulation of vaginal tissue
• involuntary expulsion of pessary
• vaginal smell
• vaginal discharge
• bleeding during pessary change.

The questionnaires completed at the 6-, 12- and 18-month follow-ups included a Pessary Complications Questionnaire in which women indicated any complications they experienced. All participants were asked in the questionnaires if they had been admitted to hospital, had any accidents, used any new medicines or changed medication regimens. In the clinic-based care group, the local clinical TOPSY research team asked about the occurrence of adverse events (AEs)/serious adverse events (SAEs) at every pessary follow-up appointment. Women in the self-management group were asked during the teaching appointment and advised in the information leaflet to call the telephone helpline if they experienced any of the symptoms indicative of an SAE/AE. At the end of data capture, a cross-check of the database and the SAE forms was also carried out to ensure that an SAE was recorded for all women who had self-reported in their follow-up questionnaires that they had been admitted to hospital.

• Methods for the process evaluation

Research question for the process evaluation

The process evaluation answers the following research question: what are the barriers to and facilitators of intervention acceptability, intervention effectiveness, fidelity to delivery and adherence among women treated with vaginal pessary and the HCPs who treat them, and how does this differ between trial groups?

The process evaluation objectives are:

• to undertake an internal pilot study to ensure that the trial could recruit, randomise and retain sufficient numbers of participants while delivering the intervention as planned
• to undertake a process evaluation in parallel with the trial to maximise recruitment; assess eligible but non-randomised women; understand women’s experience and acceptability of the intervention; assess adherence to allocated trial group; describe fidelity to intervention delivery; and identify contextual factors that may interact with intervention effectiveness.

Study design

The process evaluation is a mixed-methods study that was nested within, and operationalised concurrently with, the trial. 43 The process evaluation samples, methods of data collection, including those that were part of the internal pilot study, and analysis are outlined briefly below. Further details of the design are in the published protocol. 41 Table 2 outlines the links between the purposes laid out in the objectives and the methods used.

Methods linked to objectives for process evaluation

Study methods for recruitment, consent and data collection

The sampling, recruitment and data collection for each method are outlined below. The participant information leaflets and consent forms for each element are part of the Project Documentation on the project website. 41

Audio-recording of recruitment discussions (maximise recruitment)

The target was two or three recruitment sessions in each of the six pilot centres (a total target of 12–18 sessions). If more than one person undertook recruitment at any of the pilot centres, recruitment aimed to sample for diversity of recruiter professional background. Potential participants received a short participant information leaflet from a delegated member of the local TOPSY research team. If a woman was willing to take part, her written consent was obtained prior to audio-recording. If a woman did not want to take part, the recruitment discussion still took place but was not audio-recorded. With the woman’s consent, the recruiter asked to record the discussion using a small, unobtrusive digital recorder.

Audio-recording of self-management teaching appointments and self-management support telephone calls (fidelity)

In the internal pilot study, 5–10 teaching appointments and 5–10 support telephone calls were recorded and analysed. Feedback was given to centres to maximise fidelity to delivery of the self-management protocol. A further 20–25 self-management teaching appointments (total n = 30) and 20–25 telephone calls (total n = 30) were audio-recorded in the main trial, with at least one self-management teaching appointment or one telephone call recorded in each centre. Variation across the sample aimed for diversity in treating HCP (nurse/physiotherapist/doctor) and woman’s age. The main trial participant information leaflet stated that, if the woman was allocated to the self-management group, a self-management teaching appointment or a follow-up call may be recorded with her consent. The main trial consent form asked the woman to indicate ‘yes’ or ‘no’ to these recordings by initialling the relevant box, and her consent was checked verbally prior to the recording. To record the interaction, a small digital recorder was, with the consent of the woman and HCP , placed in the consulting room or attached to the phone.

Checklists (fidelity)

Checklists to assess fidelity were developed to include the key aspects of the intervention content and theory. The checklists were completed by the HCP who delivered the self-management teaching appointment or the 2-week follow-up telephone call for all appointments and all follow-up calls.

Interviews with randomised women (maximise recruitment, women’s experience/acceptability, adherence, contextual factors)

To understand the perspectives of those in receipt of self-management or clinic-based care, a purposive sample of women randomised to the trial were asked to take part in one-to-one, face-to-face, semi-structured interviews. The original aim was to recruit 30 women (10 in the clinic-based care group and 20 in the self-management group). However, early in the trial, the protocol was amended to prevent bias in the trial, so that the same number of women in each group were interviewed. Therefore, the recruitment target was changed to 36 women, 18 in each group. Five women in each group were interviewed as part of the pilot study.

The main trial patient information leaflet advised that some women would be invited to take part in an interview. The trial consent form asked women to tick ‘yes’ or ‘no’ if they were willing to be contacted about the interview. Among those who ticked ‘yes’, women were purposively sampled to achieve variance in centre, age, user status (new/existing) and treating HCP (nurse/physiotherapist/doctor). An interview participant information leaflet was posted to sampled women and a telephone call made a few days later to discuss their possible participation in the interview study. If they consented, an interview study consent form was signed prior to the first interview. Their consent was verbally rechecked prior to the 18-month interview.

Interviews occurred at randomisation and at 18 months post randomisation (the same time point the primary outcome was measured). Interview schedules were developed based on the literature and with guidance from PPI members who were study grant holders or on study committees along with the Royal College of Obstetricians and Gynaecologists’ Women’s Voices group. Interview schedules explored perspectives on recruitment (baseline); symptoms (baseline)/change in symptoms (18 months); experience and acceptability of clinic-based care or self-management (18 months); adherence to the allocated trial group (18 months); and contextual factors perceived to interact with the effectiveness of the intervention (18 months). Where a woman crossed over to receive treatment offered in the group to which she had not been randomised, her reasons for doing so were explored during the 18-month follow-up interview.

All face-to-face interviews were suspended and changed to telephone interviews after March 2020 due to the COVID-19 pandemic and subsequent restrictions placed on interactions and travel. The interviewing of women randomised to the self-management group prior to their self-management teaching appointment was not always possible, as the time between randomisation and appointment was short. This short timeline also meant that it was also not always feasible to interview women face to face, and therefore some pre-COVID-19 interviews were also undertaken over the telephone. Interviews were digitally recorded using a small recorder placed discreetly in the room or attached to the phone.

Interviews with women who declined randomisation (assessment of non-randomised women)

To assess women who were not randomised, those who were eligible for the trial and did not consent to randomisation but did consent to taking part in an interview study were interviewed at baseline and 18 months over the telephone using a semistructured interview schedule. Sampling was by convenience as it relied on women responding to the research team. The aim was to recruit 20 women who declined randomisation (approximately five in the internal pilot). Sampling variance was on woman’s age and centre type (outpatient/community/primary care).

Based on ethics committee requirements, only women invited to take part in the trial in the clinic (as opposed to those who had information posted to them), and declined in clinic, were asked to take part. Women who declined trial participation were asked if they were willing to take a recruitment pack for an interview study with non-randomised women. The recruitment pack contained an introductory letter, a participant information leaflet, an expression of interest form, a consent form and two stamped addressed envelopes. Participants opted into this component of the study by returning the expression of interest form. When a completed form was received, the researcher contacted the woman in question to answer any questions she had, go over the consent process and arrange a baseline telephone interview if the woman was willing to consent. Participants were asked to sign and return the consent form prior to the telephone interview.

Interviews focused on reasons for declining to take part in the trial (baseline); symptoms (baseline)/change in symptoms (18 months); treatment received for prolapse (18 months); and contextual factors that may interact with future service implementation (baseline and 18 months).

Qualitative semistructured interviews with healthcare professionals who recruited to the trial and delivered the interventions (maximise recruitment, fidelity, contextual factors)

Interviews with HCPs aimed to increase understanding of the recruitment, fidelity and contextual factors that affected the intervention. The aim was to interview at least two staff involved in the trial at each centre who recruited to the trial and/or delivered the self-management intervention. Sampling aimed for diversity of professional group for both recruitment and delivery.

Consent started at the site initiation visits, where HCPs who were identified as being part of the local TOPSY research team were advised that they may be approached and invited to take part in an interview as part of the TOPSY trial. Contact details for the local TOPSY research team were collected before the centre was opened to recruitment and as part of the delegation log. Interviews with pilot centre recruiters were undertaken during the pilot study; all other interviews took place towards the end of data collection in each centre. The TOPSY process evaluation researcher contacted HCPs to invite them to participate in the interview, sent them a participant information leaflet and consent form and was available to answer any questions. Willing HCPs were asked to return the consent form. Once written consent was obtained, a suitable date and time for a telephone interview was arranged.

Interviews were semistructured, lasted approximately 30 minutes and were undertaken over the telephone. Interviews with recruiters focused on factors that influenced the identification of potential participants and recruitment, including service structures, contributing to maximising recruitment. Interviews with those involved in delivering clinic-based pessary care and/or self-management focused on experiences of delivering self-management/clinic-based care, including variation in delivery and reasons for the variation, and contextual factors that were perceived to impact on delivery. Interviews were digitally recorded and transcribed.

Secondary outcome measures in questionnaires (experience/acceptability, adherence, contextual factors)

Within the questionnaire booklet at baseline and at 6, 12 and 18 months, women were asked questions about adherence and self-efficacy. In addition, an open question asked women about their experience of their trial group (self-management or clinic-based care). The aim of these questions was to understand the experience and adherence of the wider sample of women involved in the trial.

Data analysis

Recordings of recruitment sessions, teaching sessions and telephone calls and interviews with women were transcribed verbatim and imported into NVivo software (QSR International, Warrington, UK). Each data source was analysed individually in the first instance to reach separate conclusions, and the findings were then synthesised across data sources. Quantitative checklist and coded self-management appointment and follow-up recording data were transferred to Statistical Product and Service Solutions (IBM SPSS Statistics v26, Armonk, NY, USA) for analysis. All analysis was undertaken by the process evaluation subgroup of grant‐holders, which included PPI and clinical representation, with the rest of the team blinded to the analysis.

Analysis process for all interviews and open question in outcome questionnaires

A thematic framework analysis approach 61 was applied to interviews and data from the open question. The stages laid out below were applied to each individual data source (randomised interviews, non-randomised interviews, HCP interviews, individual question). The initial level of analysis focused on women’s experience of prolapse and their symptoms at the outset; experience of self-management or clinic-based pessary care; perceptions of prolapse cause; experience of trial processes and participation; perceptions of treatment outcomes; adherence to trial group; and reasons for declining participation in the main trial. At this stage, the aim of the analysis was to identify barriers to and facilitators of adherence to trial group, acceptability of self-management pessary care and acceptability of trial participation (where applicable). The steps are briefly listed below:

• Based on the research questions, an initial broad thematic framework was developed.
• Individual transcripts were uploaded into NVivo and read several times so that the content became familiar. Ten per cent of interview transcripts from each data set were coded by a second analyst, and the coding was discussed.
• Initial framework was applied to all data and iteratively developed as coding progressed.
• Data extracts for codes were summarised, reviewed and discussed.
• Preliminary ‘findings’ and case summaries were shared and discussed with the process evaluation management group.
• Data for each individual source were described and explained.

Interviews with both randomised and non-randomised women were further analysed using a case study approach. Priority was given to complete data sets (cases that had interviews for both time points) during the analysis process. Each case comprised one woman and all of the data gathered about that woman. This is a three-tailed case study, with the tails representing the intervention and control groups of the trial, respectively, plus women who declined participation in the trial but consented to the interview study alone. The analysis approach is briefly summarised below:

• Case summaries were written for each case. Case summaries were written with a focus on creating an understanding of women’s experience using the key areas of interest driven by the process evaluation analysis plan (see Project Documentation on the project website). 41
• Additional (to those originally set out) theoretical propositions were developed that were drawn from observations of the data.
• All of the cases for one group of the interview study (intervention, control, non-randomised) were collected and consistencies/inconsistencies were searched for. The collected data were discussed with the process evaluation group of researchers. The aim of analysis at this stage was to identify the core barriers and facilitators within the trial groups, as well as detailed explanations for them and interactions between them.
• Study groups were compared. The intervention and control groups of the trial were compared using the theoretical underpinnings of the study. The aim of this part of the analysis was to identify similarities in and differences between the two trial groups. Additionally, cases from the non-randomised interview only group were compared with the trial groups with regard to experiences of treatment and perceptions of treatment outcome.

Self-management teaching sessions and follow-up telephone calls

The self-management teaching sessions and 2-week follow-up telephone calls were transcribed. An a priori analytic grid was developed for the teaching session and 2-week self-management follow-up telephone call. The analytic grid was developed based on the underlying self-management philosophy around which each component part of the intervention was set up, for example to assess if women were offered the practical skills to self-manage. The grid was applied to each transcript from the teaching sessions and 2-week self-management follow-up calls by MD, the primary qualitative researcher. Over 10% transcripts were double coded (by CB) to assess for agreement in coding and discussed with members of the qualitative PMG . Coded data were imported into SPSS and described.

Intervention checklists for self-management teaching session and 2-week telephone call

The HCP-completed checklists for the self-management teaching sessions and 2-week follow-up telephone calls were entered into SPSS. Following the procedures explained in the process evaluation analysis plan, the data were described and analysed.

• Methods for the health economic evaluation

A cost–utility analysis was conducted. In this economic evaluation method, costs are attached to resource use for the delivery of the intervention and comparator treatments as well as all healthcare-related resource use for each patient during the follow-up period. Health outcomes are measured in QALYs. The incremental net monetary benefit (INMB) is calculated for the treatment (self-management) versus the comparator group (clinic-based care). The INMB has been proposed 62 as a more informative alternative to the incremental cost-effectiveness ratio (ICER), especially in situations where the incremental cost or effectiveness is negative. The INMB is calculated by multiplying incremental effectiveness by the policy-maker cost-effectiveness threshold, which in the UK is £20,000 willingness to pay per QALY gained, 63 and then subtracting the incremental cost of the treatment. A positive INMB implies that the treatment is cost-effective, whereas a negative INMB suggests that the alternative or existing approach should be adopted.

For both the within-trial analysis and the decision-analytic model, a prospectively agreed health economics analysis plan was followed (see Project Documentation). 41 As reported in Chapter 3 , patients in 21 sites across the UK were randomised to either pessary self-management or clinic-based care. Clinic-based care was not standardised across all sites and each site continued with their regular follow-up appointment schedule, although in practice all sites had a standard 6-month follow-up for outpatient appointments. The details of the women recruited into the trial are reported in Chapter 3 . The economic analysis follows the same approach as the main statistical analysis by adopting an ITT methodology. Some women in this trial reverted from self-management to clinic-based care, but this analysis is based on status at randomisation.

Perspective

A health sector payer (NHS) perspective was taken for the cost–utility analysis.

Time horizon and discounting

The primary economic analysis compared the costs and benefits of each group over the first 18 months after randomisation. A secondary analysis over a 5-year time horizon was performed using modelling beyond the trial data collection period. A 5-year horizon was chosen as it was assumed that the conditions and characteristics of patients will be broadly the same across the period while still being relevant to NHS funding cycles.

A discount rate of 3.5% was applied to all costs and outcomes over 1 year as recommended by NICE. 63

Health outcomes

Data about health-related quality of life for use in the cost–utility analysis were collected using the EQ-5D-5L . 49 The EQ-5D-5L is a generic measure of health-related quality of life with five domains: mobility, self-care, usual activities, pain/discomfort and anxiety/depression. For each domain, respondents can select one of five levels ranging from ‘no problems’ to ‘unable or extreme’ based on their health today (the full version of the questionnaire is available as part of the Project Documentation). The raw scores from responses to the EQ-5D-5L domains can be used to generate health state utility values that are used to calculate QALYs. The QALY can be described as 1 year in full health and along with costs forms the basis of this economic evaluation. The utility values were calculated using the procedure recommended by NICE using the crosswalk from the UK EQ-5D-3L tariff. 64

The five questions are followed by EQ-VAS, a visual analogue scale on which respondents are asked to rate their health today between 0 (worst imaginable health) and 100 (best imaginable health). The EQ-5D-5L was completed at baseline and at 6, 12 and 18 months post randomisation alongside the primary outcome and other secondary measures reported in Chapter 2 .

Resource use and costs

The intervention for the self-management group was additional training from a specialist nurse at a hospital clinic during the first appointment. This consisted of approximately 30 minutes more than clinic-based care with a specialist nurse, physiotherapist or consultant (see Chapter 2 for full details of the intervention). For the women in the self-management group, the regular follow-up clinic appointments were then scheduled for the 18-month time point only.

Healthcare resource use was collected from the clinic visit [case report form (CRF) 07] and the telephone support (CRF08) CRFs and from a participant-completed Resource Use Questionnaire (RUQ) designed for this study (all are part of the Project Documentation available on the project website). Data on outpatient clinic appointments related to pessary management were captured on the clinic CRF , and telephone support appointments were recorded on a telephone log CRF .

The RUQ consisted of six questions related to the use of secondary care services, primary care services and medications (prolapse-related treatments) and for any personal out-of-pocket expenses resulting from experiencing prolapse or having a pessary. For primary care services participants were asked to record the number of GP appointments in person and home visits, nurse appointments in person and home visits, district nurse home visits, community physiotherapy appointments and community dietitian appointments. For secondary care services participants were asked to record the number of outpatient appointments with a doctor, outpatient appointments with a nurse, attendances at accident and emergency (A&E), and inpatient stays including the number of nights. For both primary and secondary care resource use participants were asked to record this in terms of appointments for prolapse-related reasons and any other health-related reason.

The RUQ was completed by participants at the 6-, 12- and 18-month follow-ups; they were asked to report all resource use over the period since the previous questionnaire. Given the long period between follow-up questionnaires, an aide memoire was given to the participants so that they could note down any appointments or medication during the intervening period that could then be transferred to the main questionnaire.

The unit costs attached to each item of resource use are presented in Table 3 . Unit costs were identified using Unit Costs of Health and Social Care for staff and British National Formulary for prescribed medication. 65 , 66 All costs are in Great British pounds (GBP) in 2019/20 prices. To calculate an A&E unit cost, we used the weighted average of all acute outpatient appointments as described in Unit Costs of Health and Social Care (page 87). 65 For hospital episodes, we used the average cost per non-elective inpatient stay (short stays), which is based on national data and described in Unit Costs of Health and Social Care (page 87). 65 Outpatient doctor appointments were costed based on consultant grade. Outpatient nurse appointments were costed based on 1-hour contact with a band 7 nurse. Outpatient physiotherapist appointments were costed based on a 1-hour appointment with a band 6 physiotherapist. In-person appointments with GPs were costed based on a 9-minute contact time for each appointment. Community nurse appointments were costed as 15-minute appointments. Costing of GP and nurse (band 7) home appointments assumes 1 hour of patient contact, which includes travel to the patient’s home. District nurse at home appointments costing assumes 1 hour with a band 6 nurse. Physiotherapy local clinic visits were costed assuming 1 hour of patient contact with a band 7 community (advanced) physiotherapist. Appointments with a dietitian were costed using a band 7 hospital-based dietitian. Clinic visits assume 45 minutes of patient contact, and telephone support calls assume 10 minutes of patient contact with a band 6 specialist nurse. The costing of the initial training appointment was based on patient-level trial data that were costed using Unit Costs of Health and Social Care depending on the grade of the HCP who provided the training. The statistical analysis accounted for the uncertainty in the unit costs by drawing Monte Carlo samples from normal distributions shown in Table 3 .

Unit costs (£) in 2019–20 prices

Within-trial cost–utility analysis

The analysis included all randomised participants based on the definition of ‘on treatment’ for the TOPSY trial, with the results presented based on an ITT sample. Subgroup analysis was not conducted, and no additional adjustments were made to account for how socioeconomic characteristics of participants could impact on the findings.

Unit costs were attached to each item of resource use to calculate the total cost per patient. The mean cost per patient was estimated for each group. The EQ-5D-5L was scored using the process outlined in Health outcomes . The mean number of QALYs associated with each treatment option was calculated. The methods employed account for the uncertainty around the mean estimates of both costs and QALYs and also incorporate the uncertainty in unit costs. Non-parametric bootstrap methods were employed to produce unbiased standard errors given the distribution of cost and effects. 67 – 69

Using the estimated mean QALYs and costs associated with each treatment option, the incremental cost and incremental QALYs gained from self-management compared with clinic-based care were calculated over the 18-month period. The incremental net benefit was calculated at a willingness-to-pay threshold for a QALY gained of £20,000. The primary economic analysis reports the probability of cost-effectiveness at a willingness-to-pay threshold of £20,000 per QALY gained. It follows that at a higher willingness-to-pay threshold the probability of cost-effectiveness would be higher than what is shown in these results. Two analyses were run: one with fully completed data and a second employing imputation methods, which is described in the following section.

Multiple imputation combined with rules-based imputation was employed to maximise the usable data in the economic evaluation. Both costs and outcomes were analysed using methods to account for missing data to reduce bias and ensure that missing data were handled appropriately. Baseline costing data were not available; therefore, we employed different strategies for missing data in costs and outcomes. There were no participants with full EQ-5D-5L data who had missing values in the RUQ . In the RUQ , missing values were considered missing only if participants had not responded to any of the questions (complete missingness). Costing data in this evaluation were generally very well completed, with < 2% non-response to the resource use questions across all participants. Non-response was due to either not reporting the number of events or only responding to resource questions with positive use. For example, a respondent replied that she had seen her GP but did not give the number of times. In these instances, we imputed the value as one visit, taking the most conservative approach of resource use. In cases where respondents only responded to some of the resource use questions, we assumed zero resource use in the unanswered questions. We conducted sensitivity analysis with case deletion to make sure that these decisions did not have a material impact on our results, and our results remained broadly the same. Therefore, the data of participants with non-response to some of the resource questions were included in the baseline analysis. Multiple imputation was used to impute only outcome missing data. 70 The imputation was run 100 times, resulting in 100 different data sets to be used in the cost-effectiveness analysis. The imputation was implemented separately for the intervention and control groups to account for differences in the missing values between the two groups. Multiple imputation was performed using predictive mean matching. 71 The multiple imputation model uses baseline covariates and QALYs at each follow-up point to impute unobserved QALYs, so that, for example, missing QALYs at 12 months are imputed using data on baseline covariates, utility at baseline and 6 months (if available) and QALYs between baseline and 6 months (if available).

Decision-analytic modelling was undertaken to extrapolate costs and outcomes beyond the follow-up period of the trial to investigate the potential for cost-effectiveness to deviate from the baseline results under a 5-year horizon. The model simulates progression over time given the baseline analysis. Essentially, the observed data in the first 18 months are extended in time for an extra 5 years with uncertainty allowed. The model was developed using recommended methods. 72

A Markov decision model, referred to as the TOPSY model, with a monthly cycle is used to evaluate the effects of the intervention on costs, any QALY gains and cost-effectiveness over the 5-year horizon. The model is run as both a cohort and a Monte Carlo simulation. 73 The decision model comprises two groups, with one group for each intervention evaluated (intervention vs. clinic-based care). Each group is structured as a Markov model built around health states to which healthcare cost and QALY data collected as part of the trial are linked. The model structure is shown in Figure 1 .

State diagram of the TOPSY trial decision-analytic model.

The health states in the TOPSY model simulate the type of patient encountered in the trial. The health states can be related to light or heavy resource use and a small associated change in quality of life. For example, the good health state is associated with low resource use and high quality of life, whereas the poor health state is associated with high resource use and low quality of life. Differences between the quality of life in these states were very small, given the results of the main economic analysis that showed minimal differences between the trial groups. The distribution of total resource use in the two trial groups at each follow-up was examined to inform the level of resource use at each state and the transition probabilities over time. Patients can remain in the same health state throughout the 5-year period or move between states, as shown in the diagram. Patients can change states at the beginning of each month depending on the model parameters. To reflect the fact that patients at the start of a clinical trial should be identical, and to isolate the impact of randomisation, all patients start in the moderate state in both the clinic-based care and self-management groups.

The model parameters were derived from the trial data: (1) transition probabilities between states (depending on observed resource use changes over time), (2) treatment effects of the intervention, (3) quality of life and (4) healthcare costs (see Appendix 4 , Table 37 ). The key transition probability parameters are manually varied to examine the impact on cost-effectiveness shown using an INMB tornado diagram that reports the range of INMBs generated for each parameter’s uncertainty range. We did not manually vary other parameters as transitional probabilities had the most impact and we wanted to show a visual representation of these using the tornado diagram. Probabilistic sensitivity analysis is employed to account for uncertainty across all model parameters, which includes 10,000 Monte Carlo draws of values from cost and patient utility distributions (see Appendix 4 ). 73

• Management of the study

A PMG made up of all co-applicants, additional PPI representatives and research staff employed on the study met regularly, face to face or by teleconference, to review the study’s progress. In addition, approximately weekly meetings were held between the appointed staff and the chief investigators.

An independent TSC and DMEC , approved by the National Institute for Health and Care Research Health Technology Assessment programme, met at least yearly to review study progress. The TSC supervised the trial conduct to ensure that the principles of Good Clinical Practice and relevant regulations were adhered to. The DMEC reviewed accumulating data (e.g. monitoring attrition, adverse events) and ethical issues. No interim analyses were planned or conducted.

A subgroup including CB, one clinical co-applicant (AK), one PPI co-applicant (MG) and the process evaluation research fellow (MD) met monthly to consider process evaluation processes and data analysis. These meetings were closed to protect the integrity of the main trial.

• Patient and public involvement

We had active PPI contributions across all areas of the study. The self-management training manual and information leaflet had consistent patient and public representative input from our PPI co-applicant. In addition, both documents were reviewed (and subsequently amended) by a focus group of women from the Royal College of Obstetricians and Gynaecologists PPI group Women’s Voices.

Throughout the study, three PPI women were part of the PMG . There has also been one additional representative on the TSC . One woman withdrew from the TSC half-way through the study and another woman took on the role. The existing PPI PMG members were involved in providing support for the new PPI member who came on board half-way through the study.

Our four PPI representatives meet virtually every few months to maintain contact and share their experiences, and one woman has written an insightful piece on her PPI experiences, which has been submitted for publication. 74

Our PPI co-applicant was involved in the qualitative analysis, and all women were involved in reviewing this final report and our dissemination plans.

• Dissemination

A trial publication policy was developed and ratified by the PMG for internal team use. A dissemination and impact policy is being developed.

We maintained collaborator interest in the trial by circulating newsletters, which were also available on our website. The results of the trial were reported first to the PMG , then to the TSC/ DMEC and then to study collaborators. A lay summary of the findings was sent in a final newsletter to all participants involved in the trial. To maximise the reach of the findings to the public, we also plan to develop a short video involving our PPI colleagues that will be circulated on social media outlets. We will write posts on social media platforms to highlight the findings to the public. Where possible we will encourage our PPI representatives to be involved in dissemination activities.

Dissemination to clinical and academic colleagues will be through conference presentations and clinical and academic publications. We will present the main trial/cost-effectiveness findings first at the International Continence Society conference, which is attended by clinicians and academics from across the globe. We will then present supporting parts of the trial at other conferences. To maximise the impact of the findings, we will publish our findings in both practice-based and high-quality academic journals (such as The Lancet ). Our training manual is freely available and included in Appendix 6 of this report.

• Regulatory requirements

The TOPSY trial received ethics approval from the West of Scotland Research Ethics Service, West of Scotland Research Ethics Committee 3 (17/WS/0267), on 17 February 2018 and the NHS Health Research Authority on 9 March 2018. All local NHS approvals were given. All participants gave verbal and written informed consent. The study sponsor was the University of Stirling and the TOPSY trial office was based in the Nursing, Midwifery and Allied Health Professions Research Unit (NMAHP Research Unit) at Glasgow Caledonian University. The TOPSY trial was registered with the International Standard Randomised Controlled Trial Register (International Standard Randomised Controlled Trial Number 62510577) on 6 October 2017. A log of all amendments (substantial and non-substantial) can be found in Appendix 5 , Table 38 .

This chapter has described the methods used across the study and for each of the three study components. The results for each component are presented in the following chapters: the trial results (see Chapter 3 ), the process evaluation findings (see Chapter 4 ) and the cost-effectiveness evaluation (see Chapter 5 ).

This work was produced by Bugge et al. under the terms of a commissioning contract issued by the Secretary of State for Health and Social Care. This is an Open Access publication distributed under the terms of the Creative Commons Attribution CC BY 4.0 licence, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. See: https://creativecommons.org/licenses/by/4.0/ . For attribution the title, original author(s), the publication source – NIHR Journals Library, and the DOI of the publication must be cited.

• Cite this Page Bugge C, Hagen S, Elders A, et al. Clinical and cost‐effectiveness of pessary self‐management versus clinic-based care for pelvic organ prolapse in women: the TOPSY RCT with process evaluation. Southampton (UK): National Institute for Health and Care Research; 2024 May. (Health Technology Assessment, No. 28.23.) Chapter 2, Study design and methods.
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Existing Large Language Models (LLMs) generate text through unidirectional autoregressive decoding methods to respond to various user queries. These methods tend to consider token selection in a simple sequential manner, making it easy to fall into suboptimal options when encountering uncertain tokens, referred to as chaotic points in our work. Many chaotic points exist in texts generated by LLMs, and they often significantly affect the quality of subsequently generated tokens, which can interfere with LLMs' generation. This paper proposes Self-Evaluation Decoding, SED, a decoding method for enhancing model generation. Analogous to the human decision-making process, SED integrates speculation and evaluation steps into the decoding process, allowing LLMs to make more careful decisions and thus optimize token selection at chaotic points. Experimental results across various tasks using different LLMs demonstrate SED's effectiveness.

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• Infrastructure (e.g., libraries, improved implementation and scalability, distributed solutions)
• Machine learning for sciences (e.g. climate, health, life sciences, physics, social sciences)
• Neuroscience and cognitive science (e.g., neural coding, brain-computer interfaces)
• Optimization (e.g., convex and non-convex, stochastic, robust)
• Probabilistic methods (e.g., variational inference, causal inference, Gaussian processes)
• Reinforcement learning (e.g., decision and control, planning, hierarchical RL, robotics)
• Social and economic aspects of machine learning (e.g., fairness, interpretability, human-AI interaction, privacy, safety, strategic behavior)
• Theory (e.g., control theory, learning theory, algorithmic game theory)

Machine learning is a rapidly evolving field, and so we welcome interdisciplinary submissions that do not fit neatly into existing categories.

Authors are asked to confirm that their submissions accord with the NeurIPS code of conduct .

Formatting instructions:   All submissions must be in PDF format, and in a single PDF file include, in this order:

• The submitted paper
• Technical appendices that support the paper with additional proofs, derivations, or results 
• The NeurIPS paper checklist  

Other supplementary materials such as data and code can be uploaded as a ZIP file

The main text of a submitted paper is limited to nine content pages , including all figures and tables. Additional pages containing references don’t count as content pages. If your submission is accepted, you will be allowed an additional content page for the camera-ready version.

The main text and references may be followed by technical appendices, for which there is no page limit.

The maximum file size for a full submission, which includes technical appendices, is 50MB.

Authors are encouraged to submit a separate ZIP file that contains further supplementary material like data or source code, when applicable.

You must format your submission using the NeurIPS 2024 LaTeX style file which includes a “preprint” option for non-anonymous preprints posted online. Submissions that violate the NeurIPS style (e.g., by decreasing margins or font sizes) or page limits may be rejected without further review. Papers may be rejected without consideration of their merits if they fail to meet the submission requirements, as described in this document. 

Paper checklist: In order to improve the rigor and transparency of research submitted to and published at NeurIPS, authors are required to complete a paper checklist . The paper checklist is intended to help authors reflect on a wide variety of issues relating to responsible machine learning research, including reproducibility, transparency, research ethics, and societal impact. The checklist forms part of the paper submission, but does not count towards the page limit.

Please join the NeurIPS 2024 Checklist Assistant Study that will provide you with free verification of your checklist performed by an LLM here . Please see details in our  blog

Supplementary material: While all technical appendices should be included as part of the main paper submission PDF, authors may submit up to 100MB of supplementary material, such as data, or source code in a ZIP format. Supplementary material should be material created by the authors that directly supports the submission content. Like submissions, supplementary material must be anonymized. Looking at supplementary material is at the discretion of the reviewers.

We encourage authors to upload their code and data as part of their supplementary material in order to help reviewers assess the quality of the work. Check the policy as well as code submission guidelines and templates for further details.

Use of Large Language Models (LLMs): We welcome authors to use any tool that is suitable for preparing high-quality papers and research. However, we ask authors to keep in mind two important criteria. First, we expect papers to fully describe their methodology, and any tool that is important to that methodology, including the use of LLMs, should be described also. For example, authors should mention tools (including LLMs) that were used for data processing or filtering, visualization, facilitating or running experiments, and proving theorems. It may also be advisable to describe the use of LLMs in implementing the method (if this corresponds to an important, original, or non-standard component of the approach). Second, authors are responsible for the entire content of the paper, including all text and figures, so while authors are welcome to use any tool they wish for writing the paper, they must ensure that all text is correct and original.

Double-blind reviewing:   All submissions must be anonymized and may not contain any identifying information that may violate the double-blind reviewing policy.  This policy applies to any supplementary or linked material as well, including code.  If you are including links to any external material, it is your responsibility to guarantee anonymous browsing.  Please do not include acknowledgements at submission time. If you need to cite one of your own papers, you should do so with adequate anonymization to preserve double-blind reviewing.  For instance, write “In the previous work of Smith et al. [1]…” rather than “In our previous work [1]...”). If you need to cite one of your own papers that is in submission to NeurIPS and not available as a non-anonymous preprint, then include a copy of the cited anonymized submission in the supplementary material and write “Anonymous et al. [1] concurrently show...”). Any papers found to be violating this policy will be rejected.

OpenReview: We are using OpenReview to manage submissions. The reviews and author responses will not be public initially (but may be made public later, see below). As in previous years, submissions under review will be visible only to their assigned program committee. We will not be soliciting comments from the general public during the reviewing process. Anyone who plans to submit a paper as an author or a co-author will need to create (or update) their OpenReview profile by the full paper submission deadline. Your OpenReview profile can be edited by logging in and clicking on your name in https://openreview.net/ . This takes you to a URL "https://openreview.net/profile?id=~[Firstname]_[Lastname][n]" where the last part is your profile name, e.g., ~Wei_Zhang1. The OpenReview profiles must be up to date, with all publications by the authors, and their current affiliations. The easiest way to import publications is through DBLP but it is not required, see FAQ . Submissions without updated OpenReview profiles will be desk rejected. The information entered in the profile is critical for ensuring that conflicts of interest and reviewer matching are handled properly. Because of the rapid growth of NeurIPS, we request that all authors help with reviewing papers, if asked to do so. We need everyone’s help in maintaining the high scientific quality of NeurIPS.  

Please be aware that OpenReview has a moderation policy for newly created profiles: New profiles created without an institutional email will go through a moderation process that can take up to two weeks. New profiles created with an institutional email will be activated automatically.

Venue home page: https://openreview.net/group?id=NeurIPS.cc/2024/Conference

If you have any questions, please refer to the FAQ: https://openreview.net/faq

Abstract Submission: There is a mandatory abstract submission deadline on May 15, 2024, six days before full paper submissions are due. While it will be possible to edit the title and abstract until the full paper submission deadline, submissions with “placeholder” abstracts that are rewritten for the full submission risk being removed without consideration. This includes titles and abstracts that either provide little or no semantic information (e.g., "We provide a new semi-supervised learning method.") or describe a substantively different claimed contribution.  The author list cannot be changed after the abstract deadline. After that, authors may be reordered, but any additions or removals must be justified in writing and approved on a case-by-case basis by the program chairs only in exceptional circumstances. 

Ethics review: Reviewers and ACs may flag submissions for ethics review . Flagged submissions will be sent to an ethics review committee for comments. Comments from ethics reviewers will be considered by the primary reviewers and AC as part of their deliberation. They will also be visible to authors, who will have an opportunity to respond.  Ethics reviewers do not have the authority to reject papers, but in extreme cases papers may be rejected by the program chairs on ethical grounds, regardless of scientific quality or contribution.  

Preprints: The existence of non-anonymous preprints (on arXiv or other online repositories, personal websites, social media) will not result in rejection. If you choose to use the NeurIPS style for the preprint version, you must use the “preprint” option rather than the “final” option. Reviewers will be instructed not to actively look for such preprints, but encountering them will not constitute a conflict of interest. Authors may submit anonymized work to NeurIPS that is already available as a preprint (e.g., on arXiv) without citing it. Note that public versions of the submission should not say "Under review at NeurIPS" or similar.

Dual submissions: Submissions that are substantially similar to papers that the authors have previously published or submitted in parallel to other peer-reviewed venues with proceedings or journals may not be submitted to NeurIPS. Papers previously presented at workshops are permitted, so long as they did not appear in a conference proceedings (e.g., CVPRW proceedings), a journal or a book.  NeurIPS coordinates with other conferences to identify dual submissions.  The NeurIPS policy on dual submissions applies for the entire duration of the reviewing process.  Slicing contributions too thinly is discouraged.  The reviewing process will treat any other submission by an overlapping set of authors as prior work. If publishing one would render the other too incremental, both may be rejected.

Anti-collusion: NeurIPS does not tolerate any collusion whereby authors secretly cooperate with reviewers, ACs or SACs to obtain favorable reviews. 

Author responses:   Authors will have one week to view and respond to initial reviews. Author responses may not contain any identifying information that may violate the double-blind reviewing policy. Authors may not submit revisions of their paper or supplemental material, but may post their responses as a discussion in OpenReview. This is to reduce the burden on authors to have to revise their paper in a rush during the short rebuttal period.

After the initial response period, authors will be able to respond to any further reviewer/AC questions and comments by posting on the submission’s forum page. The program chairs reserve the right to solicit additional reviews after the initial author response period.  These reviews will become visible to the authors as they are added to OpenReview, and authors will have a chance to respond to them.

After the notification deadline, accepted and opted-in rejected papers will be made public and open for non-anonymous public commenting. Their anonymous reviews, meta-reviews, author responses and reviewer responses will also be made public. Authors of rejected papers will have two weeks after the notification deadline to opt in to make their deanonymized rejected papers public in OpenReview.  These papers are not counted as NeurIPS publications and will be shown as rejected in OpenReview.

Publication of accepted submissions:   Reviews, meta-reviews, and any discussion with the authors will be made public for accepted papers (but reviewer, area chair, and senior area chair identities will remain anonymous). Camera-ready papers will be due in advance of the conference. All camera-ready papers must include a funding disclosure . We strongly encourage accompanying code and data to be submitted with accepted papers when appropriate, as per the code submission policy . Authors will be allowed to make minor changes for a short period of time after the conference.

Contemporaneous Work: For the purpose of the reviewing process, papers that appeared online within two months of a submission will generally be considered "contemporaneous" in the sense that the submission will not be rejected on the basis of the comparison to contemporaneous work. Authors are still expected to cite and discuss contemporaneous work and perform empirical comparisons to the degree feasible. Any paper that influenced the submission is considered prior work and must be cited and discussed as such. Submissions that are very similar to contemporaneous work will undergo additional scrutiny to prevent cases of plagiarism and missing credit to prior work.

Plagiarism is prohibited by the NeurIPS Code of Conduct .

Other Tracks: Similarly to earlier years, we will host multiple tracks, such as datasets, competitions, tutorials as well as workshops, in addition to the main track for which this call for papers is intended. See the conference homepage for updates and calls for participation in these tracks. 

Experiments: As in past years, the program chairs will be measuring the quality and effectiveness of the review process via randomized controlled experiments. All experiments are independently reviewed and approved by an Institutional Review Board (IRB).

Financial Aid: Each paper may designate up to one (1) NeurIPS.cc account email address of a corresponding student author who confirms that they would need the support to attend the conference, and agrees to volunteer if they get selected. To be considered for Financial the student will also need to fill out the Financial Aid application when it becomes available.