The purpose of the current study was threefold: (a) to determine the nature of junior high school instrumental music students' self evaluation tendencies over time, (b) to examine whether the process of self evaluation, with or without the use of a model, has an effect on self-evaluation accuracy, and (c) to determine if a relationship exists between self evaluation accuracy and music performance achievement. Forty-one junior high woodwind (h = 28), brass (n = 10), and percussion (n = 3) students participated in the pretest/posttest 2×2 factorial design. Data indicated that students' self-evaluation scores increased and their self-evaluation scores did not improve over time regardless of model-group condition. Furthermore, intonation accuracy may deteriorate. A Pearson correlation showed no correlation between expert and student evaluations in all pretest performance subareas and most posttest subareas. There was a moderate positive relationship between model-group tempo and combined group interpretation posttest scores.
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