The Higher education is increasingly devoted to promoting students’ ability to self-assess their work. However, little is known regarding music students’ self-assessment practices. The present study investigated the impact of video and audio recording on the self-assessment of tertiary musical instrument students. A preliminary study was conducted with six piano students from three public universities, randomly assigned to video, audio, and non-intervention conditions. This research spanned three weeks and included one baseline task followed by four formal tasks. During the baseline task, all groups self-assessed their performance of a twenty-five-minute piano practice without any assistance. In the formal tasks, the video and audio groups used playback recordings for self-assessment, while the non-intervention group continued as in the baseline task. Self-assessment accuracy was meas-ured by comparing self-ratings to expert ratings. We conducted semi-structured interviews to understand the difference between conditions. Results indicated that both conditions promote accuracy in music students’ self-assessment. The difference was that video feedback, which provides both visual and auditory information, significantly improves overall self-assessment accuracy, but is slightly less accurate than audio feedback in assessing auditory elements. Despite the limited sample size, this study pro-vides valuable recommendations for self-assessment strategies utilizing audi-ovisual techniques to enhance effective instrument practice.