This article examines the issue of self-assessment of musical performance and the role of the learner in this process, with particular reference to the Australian context. Initially, traditional methods of assessment are discussed and references made to alternative methodologies in action. Following this, the rationale for and structure of a new method of self-critical assessment is outlined. The initial trial is discussed along with the evaluative questionnaire. The resultant data are then analysed and discussed, as are the implications for adopting and for developing this method.