The aim of this research shows that the evaluation of vocal performance is a crucial problem for French music teachers. This survey describes how they use different forms of marking and have very unclear strategies of evaluation. The music teachers judged with a summative assessment of vocal performances. They justified their marks with a subjective and holistic approach. The results of the survey show that their appreciations and preferences about a song were the same after six months of training. They made no significant difference to their judgements towards favourite or disliked extracts.