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From the Stage to the StudioHow Fine Musicians Become Great Teachers$

Cornelia Watkins and Laurie Scott

Print publication date: 2012

Print ISBN-13: 9780199740529

Published to Oxford Scholarship Online: May 2015

DOI: 10.1093/acprof:osobl/9780199740529.001.0001

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(p.271) Appendix 9.2 Student Assessment Form

(p.271) Appendix 9.2 Student Assessment Form

From the Stage to the Studio
Oxford University Press

Student should fill out the form first—teacher will follow up with consultation. The student should enter a number from 1 to 5 for each item in the table (table A9.2.1).

Student Name ______________________________________

Teacher ______________

Table A9.2.1 Student’s and Teacher’s Assessments of Progress

Please rate progress: 5 = excellent 4 = good 3 = fair 2 = poor 1 = deficient

Student’s assessment

Teacher’s assessment

Follows through on assignments

Responsive in lessons

 Practices with attentiveness to the following specifics:







Tone production


Total: overall progress this semester (maximum score 50)


  1. 1. How many hours did you practice each day? Was this amount enough to achieve your goals? If it wasn’t enough, what prevented you from practicing as much as you needed?

  2. 2. Are you satisfied with your lessons? Can you suggest anything that would make them better?

  3. 3. Please add any additional constructive comments you would like to make about our work together.