This study examined 48 computer-based compositions produced by
adolescents (13–14 years old) using evaluations by specialist music teachers and
the adolescents’ self-evaluations and self-assessments. Based on previous
research (Seddon and O’Neill, 2001), we expected that the teachers’ evaluations
of the compositions would not differentiate between the compositions by
adolescents with or without 2–4 years prior experience of formal instrumental
music tuition (FIMT). We also predicted that the self-evaluations and selfassessments
of adolescents with FIMT would be higher than the self-evaluations
and self-assessments by adolescents without FIMT. The results supported our
predictions suggesting that adolescents’ self-evaluations of their ability to
compose and their self-assessments of their own compositions are determined by
their levels of self-perceived competence, and that this is influenced by whether
or not they have previous experience of FIMT. Implications for the use of selfevaluations
and self-assessments in music education are discussed.