Kirby says: >Rather, a student turns in work and is then coached / coaxed / referred to readings etc. if the work does not meet all the criteria or even if it presents a perfect "practice moment" in some way. I.E. each student just keeps improving the work until in passes.
It sounds as if you are interested in the students learning, not just being processed (by man or machine).
That's also the way typical piano lessons would work, but if you've been reading my posts on this thread you'll know I find something lacking there - also a lack of balance between says notes, and rhythm, and dynamics.
So perhaps there's a couple dimensions - balance of concerns, and this notion of giving different students the amount of time they need for each learning increment.
This will never work in most of the ever more regimented public schools.