The field of school psychology, built on a foundation of evidence-based practice, has produced an abundance of research to inform school-based practice. However, this empirical tradition has not been applied to the predominant activity in which school psychologists are engaged: psychoeducational assessment. Despite numerous critiques and proposed reforms, the reigning model of psychological assessment continues to emphasize standardized testing, detailed written reports, and special education eligibility. Presumably, the ultimate goal of psychological assessment is to promote positive outcomes for the multiple consumers (children, parents, teachers, service providers, etc.) that are impacted by the findings. However, the way psychological assessment is typically conducted does not effectively address this goal (Brenner, 2003; Harvey, 2006; Lichtenstein & Ecker, 2019), nor does it comport with NASP standards (Lichtenstein, 2022). In this article, Robert Lichtenstein argues that practicing school psychologists should consider alternative models for conducting psychological assessments, and researchers should conduct studies that inform best practice.