The author investigates relationships between instructor, peer, and self-evaluations. Undergraduate music education students each taught three micro-teaching segments. Immediately after teaching, they filled out an evaluation for themselves indicating four things they did well, one suggestion for improvement, and an effectiveness score from 1 to 10. All students in the class also completed this task, as did the instructor. Ratings were compared and correlated, and comments were analyzed to determine whether self-comments were the same as peer comments, instructor comments, both, or none. One week after the fact, students were asked to recall every comment that had been made after their teaching. Results indicate that (a) peer ratings were consistently the lowest, (b) self-comments made immediately after teaching were most similar to peer comments or comments made by neither instructor nor peers, and (c) most comments recalled 1 week later were those made by peers or by both instructor and peers.
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