Ownership: Part 2: Self-Evaluation

In my last post I talked about how the concept of the "Suzuki Triangle" and excessive parental involvement can inhibit students in developing ownership of their playing/practicing. Another aspect of ownership is the skill of self-evaluation.
I think that often teachers are the barrier to students' development in this area. Both in lessons and at school, the pattern is for students to do their work (practice, homework, etc) and turn it in to (or perform for) the teacher for evaluation. While feedback is, of course, a necessary part of learning, the danger in this pattern is that students don't even try to evaluate their own performance, but simply wait for their teacher to tell them how they did. In the case of violin/viola playing, this can result in students who don't actually listen to the sound coming out of their instrument, because they know their teacher will tell them how it sounded.
I have unfortunately found that my high school students are much worse at self-evaluation than my younger students. The younger kids may be less sophisticated in their evaluations, but they are often much more willing to engage in a dialogue that includes their perception of how their playing sounds (the best evaluations usually come from the 8-11 age group). Among high schoolers I find most will shrug and mumble "I don't know" when asked how their performance of a piece went, wanting me to be the one to give the evaluation.
So, why do I ask them, if they don't want to respond? I continue to ask students for their evaluation of their playing, because when I can get them to engage in a discussion about what went well and what didn't, not only do they learn better what to listen for and how to fix their own playing, but I learn a lot about what they understand and how they are processing and using (or not) the information I am giving them.
I remember many lessons (admittedly more as as a college/grad student) when I really wished my teachers would ask me what I noticed first. I found it slightly insulting when professors/teachers would point out obvious errors like wrong notes, an out of tune passage, or a missed entrance, because I felt that they must have thought I was so stupid or unmusical as to not be aware of these things. If given a chance to point out those errors myself I felt that I would have been better able to demonstrate my knowledge and awareness of my performance and to honestly ask for help in resolving any technical limitations that resulted in these errors (I think that many more errors result from technical limitations than from lack of awareness than we realize). I would love for my students to have the opportunity to demonstrate their knowledge and awareness before I jump in with any unnecessary comments or corrections.
I also think that it is really important for students to give feedback about their own playing rather than relying on their teachers, so that they can actually understand what they are supposed to do. I think most musicians have had at least a couple of encounters in lessons or coachings when their teacher asks them to so something they don't really understand fully. The student dutifully repeats a passage over and over, getting feedback after each attempt until their teacher says "that's it!" while the student (relieved they finally got it "right") has no idea how their last attempt was different from the 10 previous attempts or possibly has some idea, but has no idea how to do it again. That is not effective teaching or learning.
In a situation like private violin lessons where a student only has contact with their teacher once a week, it is vital for students to be able to successfully self-evaluate their playing so that they can get the most out of their practice and lessons.
I would love to figure out how to encourage my students to more readily offer their honest assessment of their own playing. Currently I try to follow every initial performance of a piece in a lesson with open ended questions asking them what they think. If they are reluctant to give any feedback I might ask them a more specific question about some aspect of their playing or the piece we have been working on. I also sometimes record a video of their performance of a passage or piece on my phone or iPad and watch it with them, then ask for their feedback (it's often easier to hear things on a recording). I'm always looking for new ideas to encourage students in this area.