The purpose of this study was to explore relationships between two types of behavioral self-assessment and posttest conducting achievement scores. Students in six different conducting classes observed videotapes of themselves conducting, used observation forms for self-evaluation, wrote self-critiques, and conducted a posttest. Relationships between correct self-observation marks, verbal reinforcements in self-critiques, and correct posttest scores were examined. Analyses demonstrated a significant and positive correlation between correct posttest scores and correct self-observation marks, and a nonsignificant but positive correlation between correct posttest scores and verbal self-reinforcements.
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