The Effect of Using a Recording of Students' Performance Paired with Specific Feedback on the Self-Evaluation Accuracy of Novice Performers

Abstract

Abstract The purpose of this study was to examine the effect of using a recording of students’ performance paired with specific feedback on the ability of middle school performers to accurately assess their own performance. Two conditions were employed: the introduction of specific verbal feedback while listening to a recording of the group’s performance (treatment) and listening to a recording of the group’s performance with no verbal feedback (control). The independent variable was the use of verbal feedback, and the dependent variable was the difference in calibration scores. Other factors examined for possible effects on the dependent variable include event, loci of focus (group versus self) and performance level (low-level versus high-level). Three research questions guided this study: (1) To what extent does specific feedback, combined with self-evaluation using a recording, promote self-calibration accuracy among middle school performers in instrumental music environments? (2) To what extent does the specific feedback impact the bands’ performance improvement, thus reflecting a group increased awareness over repeated events? (3) To what extent are middle school students able to differentiate their individual performance from the performance of the group in instrumental music environments? The band in the treatment condition started off worse, but improved more than the control group band. Students in the treatment group became better at differentiating their performance from the performance of the group than did the students in the control band. Differences noted for increases in awareness in the group environment did not transfer to calibration improvements in the solo performances. Entry level performance skills did not impact calibration awareness results. Verbal feedback worked for all students across the group.